Spanish Level 2- Activities Designed for Online Instruction

🥕 Spanish Level 2, Activity 09: ¿Qué comes? / What Do You Eat? (Online)

Two people laying down on a picnic blanket holding pizza
Photo by Maksim Goncharenok via Pexels

Description: In this activity, students will use vocabulary to describe what they eat for breakfast, lunch, and dinner. Students will also be able to identify whether the meal is nutritious and healthy. Students will learn more about how to describe food and health. Students will also learn more about reading and understanding nutrition facts.

Semantic Topics: Food, Health, Nutrition, Breakfast, Lunch, Dinner, Comida, Salud, Nutrición, Desayuno, Almuerzo, Cena

Grammatical Structures: Questions in Spanish, nutritional labels in Spanish, recommendations in Spanish, preguntas en español, información nutricional en español, recomendaciones en español

Products: Meals, traditional dishes

Practices: Mealtimes and meal types in Spanish-speaking countries

Perspectives: How are nutrition and eating considered differently in Hispanic cultures?

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 – Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 – Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.

Idaho Content Standards for World Languages:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • COMT 1.2 – Discuss personal preferences in activities and events, both within and beyond the classroom.

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about eating habits
  • I can help someone else make decisions about food
  • I can identify nutritional categories on food labels
  • I can share foods that might be familiar to my peers


  1. Begin by opening the Google Slideshow and introduce the Can-Do statements.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar con los Can-Do Statements. “Hoy en día vamos a charlar sobre las comidas de algunas personas y lo que hay en las comidas.”
  2. Click on each meal option slide and ask students the questions on each slide.
    Cada diapositiva tiene comidas diferentes que gente comen y ustedes necesitan responder a los preguntas en cada diapositiva. 
  3. If students need some assistance getting the discussion going, you can use the questions on the slides.

Main Activity

  1. Send students the Student slide show in the chat. Put the students in pairs in breakout rooms.  Assign each group a profile of one of the people. Students should read through the profile card, and they will then look through the menus to make a meal plan for the person based on the profile.
    Ahora vamos a dar recomendaciones a algunos estudiantes internacionales que van a visitar la universidad de Boise State. Lean la tarjeta con la información sobre un estudiante y deben prestar atención a los alimentos que quiere probar y los alimentos que no le gustan/no puede comer.
  2. Students will use the meal sheet to plan their meals for the day. They need to say where they will eat for breakfast, lunch, dinner, and a snack. Students must include a dish and a meal for each meal. Students will also use menus here at Boise State. The goal is to create a healthy menu for the day that also incorporates the student’s preferences.
    Necesitan usar la hoja de las comidas (orange and white sheet) para planear el día para el/la estudiante. Necesitan decir a dónde van a ir por el desayuno, el almuerzo, la cena y una merienda. Van a usar las cartas (menús) de restaurantes aquí en Boise State. Al mínimo deben incluir una comida y una bebida por cada plato. La meta es crear un menú saludable para el día que también incorpora los gustos del estudiante.
  3. You can use this model as an example:
    Para el desayuno: Va a Starbucks por un Caramel Macchiato grande y una Chonga Bagel. Para el almuerzo: Va a Panda Express para comer arroz, Orange Chicken y un iced tea grande.
    Para la cena: Va a Subway para comer un Cold Cut Combo y un jugo
    Para la merienda: Va a Freshii para comer un batido.
  4. After the partners complete the activity in breakout rooms, come back together and have them present the menus that they have created.
    Vamos a regresar al cuarto principal para compartir los menus que crearon. 


  1. Ask some of the following questions to finish the lab:
  • ¿Con qué frecuencia comes en el campus? ¿Dónde comes? (Do you frequently eat on campus? Where do you eat?)
  • ¿Con qué frecuencia comen el desayuno? (Do you frequently eat breakfast?)
  • ¿Qué comes para el desayuno, el almuerzo y la cena? (What do you eat for breakfast, lunch, and dinner?)
  • ¿Bebes café o té? (Do you drink coffee or tea?)
  • ¿Cuál bebida es tu favorita? (What is your favorite drink?)
  • ¿Comes normalmente en el campus? ¿Por qué sí o por qué no? (Do you normally eat on campus? (Why or why not?) 
  • ¿Dónde vas a comprar la comida en tu tiempo libre? (Where will you buy food on your free time?)
  • ¿Qué comidas le sorprendió que no eran saludables? (What food were you surprised to find out wasn’t healthy?)
  • ¿Crees que el campus ofrece opciones de comidas saludables para los estudiantes? ¿Por qué sí o por qué no? (Do you think that campus offers healthy food options for students? Why or why not?)

End of Lab

  • Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can talk about healthy eating habits
  • I can help someone else make healthy decisions
  • I can identify nutritional categories on food labels
  • I can share foods that might be familiar to my peers


How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book