¿Con quién te gustaría comer?

Es Gloria. A ella le gusta tomar fotos, especialmente de su familia.

¡Descubre su álbum de fotos!

< < < Para los profes > > >

This lesson focuses on the input part of learning some new activities and adding details like frequency. It has reading, listening, and more reading. You can use all three tasks or just a few.

Targeted phrases: juntos, comemos, jugamos, cocinamos, vamos, asistimos, celebramos, (we form) siempre, a veces, nunca (frequency phrases)


Download, print and copy “frequency chart” graphic organizer for each student.

Read the “Photo Album” instructions below to decide which of these you will need:

Option 2: Gallery Walk – Dowload and print one set of the “Photo Album.” Hang these up around the room.

Option 3: Four Corners – Download the “4 Corners” signs and hang them up.

Download, print and copy “family tweets” for each student.

Optional: Show some personal photos and tell your own story instead of the generic pictures. 

Optional: Gather some realia to support the family activities that you talk about (lotería board, plates or foods, etc).

Step 1: Daily Objective

Introduce the daily objective. 

Step 2: Question

Let them answer the question (dry-erase boards or your preferred method). Set up the situation by explaining “You can eat a meal with anyone in the world… with whom would you eat?” at their proficiency level. You may need to underline the “-aría” and write “= would” on the board.

Video “Cena en familia”

Show video. Ahh…! How sweet!

Ask if they eat dinner with their family.

Lead into “How often?” Introduce some frequency phrases. On purpose we have not included the phrases so you can add the phrases you want to use (never, rarely, sometimes, occasionally, often, always, frequently, etc).

Photo Album

The next part shows Gloria’s photos with some simple captions. There are a few ways you can use these. Pick the activities that you want to do – you can do all of them, or just one or two.

Also you may want to use photos from your own experiences with the culture to talk about what families do together.

Option #1: Whole-class discussion

Show the photo album pages (one at a time – click on the image to enlarge it) of different activities that are common for families to do together with a focus on the target cultures.

Ask lots of questions while going through this! Simple yes/no questions, describe, compare, etc. You are the main source of the comprehensible input for this lesson.

Examples for “Comemos juntos” picture:

  • How often do you eat with your family? Never? Sometimes? Always? Depends? Model how to add this phrase under the “frequency” that they do this. Tip: Hover over the image of the chart and it will reveal a sample of what they might write down. (If you are going to do the gallery walk version next, you can skip this step for now).
  • Is it also common for your family to eat at home together? What time do you eat dinner? What meals do you eat together as a family? What’s your favorite food your family makes? Do you eat breakfast at home or at a restaurant? Lunch? Dinner? What about for holiday meals like Thanksgiving? Do you prefer to eat with family or friends?

Option #2: Gallery Walk

Hang up the “Photo Album” pictures around the room.

Give them the graphic organizer note sheet or ask students to just draw on their own page.

Explain that these (point to pictures on wall) are pages from Gloria’s photo album. She is talking about what her family does together.

They will first read what they do. Then they will categorize the activities based on how often THEY do it with THEIR families. This will prep them to talk about it in the future.

Tip: Hover over the image of the chart and it will reveal a sample of what they might write down.

Option #3: Four Corners

Print and put the “frequency” signs up, one in each corner of the room. Show a picture from the slide show and ask them a question using the “you plural” form of the verb about what they do with their family. Then they go to the corner that represents how often their family does that. Example with first picture:

  • ¿Comen Uds. juntos?”
    • For a little fun, add details to the question to see if they will change their answer and to get more repetitions of the phrases.
      • ¿Comen Uds. la pizza juntos?
      • ¿… a las nueve por la mañana?
      • ¿Comen la pizza juntos… en el baño?
      • ¿Comen la pizza con tu abuela?
    • For an extra challenge, ask about when they were younger using imperfect tense.
      •  ¿Comían la pizza cuando eras joven?

Possible questions to use with other photos (but get as creative as you want):

  • ¿Bailan juntos?
  • ¿Cenan juntos?
  • ¿Cocinan juntos?
  • ¿Juegan los juegos juntos?
  • ¿Van de vacaciones juntos?
  • ¿Van a la playa/lago juntos?
  • ¿Miran/Ven deportes juntos? ¿En la tele?
  • ¿Van a los partidos?
  • ¿Sacan fotos juntos?
  • ¿Comen juntos?
  • ¿Celebran (holiday) juntos?
  • ¿Van a las fiestas juntos?

Extra support: They can use their notes from prior lessons. Optional: Take time to let them talk it out with their group by asking follow up questions like “where, when, what exactly, favorite X, explain more”. You could ask one person in each group to give a summary out loud or on a dry-erase board.


Print the tweets from the download for each student so they can highlight based on the categories on the slide. They could work with pairs. See what they can figure out!

Use the image to help explain to them what they will be doing. Read highlight for more details.

The tweet images are also included to go over it with them as a group afterwards. This works well to project on a board where you can draw on it.

To extend this, let them write a hashtag for 3 of 5 of the tweets or they can write a response comment to some tweets.

Let them try

Ask them to put together all that they’ve learned today to say what they do with their family. This could be written or spoken with partners. They will be working with these words again in the next lesson about opinions.


Check for Learning

Have them get out their objectives “stamp” sheets. If they can complete the lesson’s objectives at their proficiency level, mark it off on their papers. You can use the previous task where they describe what they do with their family. Remind them to include the “how often” which may help add details to their answers.

Mark their “Objective Sheets” if they can do it at their proficiency target.

Remind them to be working on their “Experiences,” especially if one relates to this objective.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.


 Optional Extension Activities/Homework

  • They find 4 tweets that have an activity and a family member. They write down new words they figured out.
  • Play some games: http://www.creativelanguageclass.com/activities/games/cultural-games/
  • On the internet there are the “awkward family photos” and “recreated family photos.” They can find/create their own versions of these at home and write a detailed caption in Spanish. Bonus if they share on a bulletin board or class website!

Share your resources and ideas with the community below!


  1. Anonymous

    I have also discovered that a site called “mentimeter” is a great replacement for today’s meet for making a digital bulletin that students can add to.

    • Barbara Caison

      I love all the lessons! They are very engaging and perfect for my high school students. I noticed a typo in here- Tamales navideñas should be “navideños” instead. Thanks for all the lessons!

      • Kara Parker

        Thanks, Barbara! You made my day.
        (typo fixed)

  2. Vicky Miller

    Would it be possible to make the family tweets download larger? It doesn’t seem to be an adaptable format, but the words are super itty-bitty when I print it. The students even complained how little and how hard it was to read!

    • Kara Parker

      Hi Vicky! I put up a new version of the PowerPoint (do you have PPT?). Page 2 has the tweets larger on one page. Page 3 has the tweets that I had that were separate so you can resize them. Let me know how that works. This is an old file, so I might need to just find some new tweets that are better images.

      • Vicky Miller

        Much larger now. Thank you!

  3. Chris Breiland

    Do I use the “Photo Album” download twice, once for the gallery walk and then for the four corners activity? What do I do with the download “Family Photos”?

    • Kara Parker

      Hello Chris! My apologies for that being unclear. I just updated the directions and removed the old album/photos that really aren’t needed anymore. So basically there are 3 different ways you can use the “photo album” pictures – whole class discussion, gallery walk, and 4 corners. You pick 1, 2 or all 3! You don’t need those “family photos.”

  4. Erin Francis

    For the “photo album” / pdf 2017, is there a blank version with the book pages? I am hoping to have my students do this same thing about their family after practicing in class with the version from the textbook.

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