¿Qué come la gente alrededor del mundo? (Actividad de comparación cultural)

costa rica eeuu food pic

In this activity students will use food vocabulary and make cross-cultural connections by writing about and discussing photos of families from around the world pictured with a week’s worth of groceries.

Please follow the link below to view featured works from photographer Peter Menzel’s stunning series:

Link to «Photographer Captures a Week’s Worth of Groceries of Families around the World»

These photos could be the basis for all sorts of activities and discussion! The following is just one possible lesson format that I can’t wait to try out this coming year. I will be taking my students to the computer lab for this one. Here’s the instructions:

¿Qué come la gente alrededor del mundo?

1. ¡A explorar! ¡Sigue el siguiente enlace para ver una serie fotográfica increíble! Cada foto retrata una familia con los comestibles que ha comprado para la semana.

2. Haz una tabla con los nombres de los países en cada columna (por lo menos 7 países). Bajo el nombre del país, haz una lista de la comida que ves en la foto (por lo menos 7 comidas por columna). Puedes trabajar con un compañer@.

3. Analiza la tabla y las fotos con tu compañer@.

  • ¿Cómo se comparan?

  • ¿Cómo se distinguen?

  • ¿Qué te parece interesante/curioso/increíble?

  • ¿Hay algo más que quieres saber?

  • ¿Qué come tu familia en una semana?

4. Escribe 3 preguntas/comentarios sobre la serie fotográfica. ¡Mañana hablaremos de ellos juntos!

One possible extension would be for students to create a collage of what their family eats in a week!

If you try this activity (or something similar) in your classroom, I´d love to hear how it goes!

(I didn’t want to post any pictures of the series here due to copyright/plagiarism issues. The pictures above are my own, taken before my first dinner with my host family in Costa Rica and at a great restaurant in Portland, Blossoming Lotus.)

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Calla…Los humanos todavía no se han dado cuenta de que no soy una flor (cognados falsos) (presente perfecto)


darse cuenta (de algo) = to realize (something)

realizar = to accomplish, achieve; to make

Por fin realicé mi sueño de viajar a México. (I finally achieved my dream of travelling to Mexico.)

Los estudiantes realizaron un gran esfuerzo para sacar una buena nota en su presentación. (The students made a great effort to get a good grade on their presentation.)

¡Vamos al restaurante! Read along story & handout (La comida, La familia, verbos -er/-ir, palabras interrogativas)

I recently finished my first attempt at teaching high school. I began in mid-February as a long-term sub for three Spanish 1 classes on block scheduling. As all of my prior teaching experience was at the university level, boy did I have a lot to learn! I am appreciative for the learning experience for so many reasons, one being that it really challenged me to diversify my lesson formats. I am thankful for the wonderful community of Spanish teachers/bloggers on the internet as well as my colleagues and professors who shared materials with me and gave me ideas for new lesson styles.

The lesson in this blog post was one of the best days in my high school classroom! It includes a read-along story, ¡Vamos al restaurante!, to be presented on the board as well as a handout for students to follow along with.

300px-Cafe_de_Tacuba_02 The story takes place in Mexico City, and I chose the restaurant Café de Tacuba because it was my favorite place to eat when I was in D.F. I was attempting to incorporate something authentic while also covering the target vocabulary from the textbook (Avancemos). The presentation includes pictures of this beautiful stop in the historical center in D.F. and concludes with a video of the musicians who fill the restaurant with string serenades.

Topics covered include:

  • review of food vocabulary (based on Avancemos textbook)
  • introduction of family vocabulary
  • practice with verb conjugation, focus on -er/-ir
  • review of question words (in follow-up reading comprehension activity)

One goal of this lesson was to segue from food vocabulary to family vocabulary, and I was so proud of my students who really rose to the challenge and read along with me for the whole story! The pictures, simple as they may be, provided just the right amount of scaffolding for them to incorporate the new vocabulary. The cloze activity served as a reference for them to use while answering the reading comprehension questions as well as a study guide. We went back and read it a few times because it really seemed to boost the students´confidence to be able to read a whole story in Spanish! The success of this lesson really got me interested in learning more about the TPRS method (Teaching Proficiency through Reading and Story-Telling). (I´m not sure if this lesson is exactly TPRS because I still need to learn more about it! If you have any favorite TPRS resources please comment below!)

You can view the presentation below (made on Google Drive). You can advance with the arrow keys or by a click.  Here is a link to the handout that I used: ¡Vamos al restaurante! handout (PDF)

As always, keep the comments coming! I love connecting with other Spanish teachers online!