¿Cuál es el mejor lugar?

¿Por qué?

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  • Download and copy graphic organizer for each students (in download)
  • If you plan to do stations, print the Yelp reviews and station signs (in download)

Targeted phrases/words: restaurante, camión de comida, puesto de comida

Step 1: Daily Objective

 This lesson will give students input about restaurants, food stands, and food trucks. By the end of the class, students should be able give their opinion about the best place to eat (at their proficiency level).

Step 2: Question of the day

What’s the best option? Restaurants, food trucks or food stands? Why? 


Step 3: Introduce YELP

See if anyone has ever heard about Yelp. Do they use this app? If so, see if they can explain it in the target language. If not, give a quick explanation about what it is.

Ejemplo: Yelp es un sitio de web con información sobre compañías y servicios de la communidad. Los clientes pueden escribir sus opiniones y reseñas.

Por ejemplo, si quieres comer tacos en la ciudad de México, pueder usar YELP para buscar TODAS las opciones. Después, puedes mirar más información sobre un lugar especifico (reseñas, fotos, etc).

Hoy en clase, vamos a investigar 5 lugares diferentes para encontrar la comida callejera auténtica.  Vamos a leer las opiniones y las reseñas de cada lugar para decidir en la opción perfecta para comer.

Step 4: Explain Graphic Organizer

Give them each a copy of this to record what they think is important info about each place. Have them note some basic info (name, location, restaurant or food truck or food stand, etc.) and some positives and negatives about it (open late OR closed on Sunday OR very expensive OR vegan options). 


Step 5: Research 5 places to eat! 

You have two main options for how you want to run this lesson:

Option 1:

  • Show it with the projector and let students fill their charts out at the same time (5-10 minutes for each place). After each place you can do a quick recap and let students share the pros/cons.

Option 2:

  • Set up 5 stations. Print the restaurant info/reviews (from download) and let students work through this on their own (5-10 minutes for each place). You can sit down with different groups and see how they are doing, ask questions to get them thinking, and make sure they are on track.

Step 6: Go over the reviews

As a whole class, go through the reviews on the screen (one place at a time). Use the phrases “esta reseña” and “tus razones” so they can start learning those phrases. Ask them to identify any authentic foods/drinks that they see. Ask for some quick opinions or questions they may have.

Share your resources and ideas with the community below!


  1. JaneS.

    How do I enlarge the information for projection with my smartboard?

    • Kara Parker

      The easiest way is to use the “zoom” buttons on your computer. On a PC: In most browsers, you can press Ctrl and + . Each time you tap + while holding Ctrl , the screen magnification will increase until it reaches the maximum zoom level. Then tap – to decrease the size. On a Mac it is the [command] [+=] to zoom in and [command] [- _] to zoom out.

    • Sara Marruffo-Blodget

      I wasn’t able to quickly and easily zoom in (it’s me not the technology). What worked for me was to print the slideshow and use my document camera to zoom in and literally highlight key phrases.

  2. Samantha Page

    Hmmm I’ve already, fairly recently, taught a lesson very similar to this one in the Comparing Breakfasts of the World Unit. The graphic organizer and task is the same, although obviously the Yelp reviews and specific places to eat are different. I’m wondering if I should skip this lesson? Or reconfigure the task, since I did it as stations last time? Like maybe assign just one restaurant to each small group of 3-4 and have them share out to the class about it? I definitely want them to have as much input as possible, but I’m also wanting to squeeze this unit into the 2 weeks before Christmas Break…!

    • Megan Smith

      It is very similar – but that’s not a bad thing! You won’t have to worry about explaining WHAT to do – but they will get some language reinforced and go deeper with new vocabulary! I’d totally keep it the same and I would still do the lesson if you have time.

  3. Laura Halvorson

    I’m loving this unit! When I downloaded the handouts / stations info on my Mac for this lesson, it shows up only in PowerPoint form. The file opens directly into a slideshow and is not allowing me to print the slides for stations. Any idea on how I should proceed? I’d like to do this as stations if possible and at the very least need to print the student handout for recording their responses.

    • Megan Smith

      Hi Laura! Glad to hear you’re enjoying the unit. I just added a PDF version of the station download. (Sorry it took me a few days!) Hope you can still use it!

  4. Maria Elena Gaborov Jones

    Ha! Lugar # 1 is in my hometown, Córdoba, Argentina. I have eaten there with my father MANY times! La Vieja Esquina is the best!

    • Megan Smith

      Oh my Gosh… That is so fun! THIS is why using authentic resources (real people, real places, real stories) is so important. What a fun twist to tell students about your connection at the end of the lesson! Next time you go home you should get a photo there to show your class. 🙂

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