Spanish Level 2- Face-to-Face Activities

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

A mother and her daughter cooking together
Photo by August de Richelieu via Pexels
Description: In this activity, students will use vocabulary to describe what they eat for breakfast, lunch, and dinner. Students will learn more about how to describe food and health and how to read nutrition facts in Spanish.
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 different 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 State Content Standards: 

  • 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 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

Materials Needed: 

Would you like to make changes to the materials? Access the template(s) below:

(Canva Template, free account required)


  1. Begin by opening the Google Slideshow and introduce the Can-Do statements.
    Hoy vamos a aprender más sobre la comida. Aquí están los can-do statements, vamos a leerlos.
  2. Distribute Meal Option cards.
    Hoy vamos a charlar sobre la comida que se sirve en la universidad de Boise State. Vamos a enfocarnos en los estándares nutricionales y charlar sobre los restaurantes que tenemos aquí. También vamos a decidir si el campus tiene opciones saludables disponibles.
  3. Ask students to look at the dish they have in front of them. Ask if they have a recommendation for something healthier they might eat instead.
    Ahora, cada persona tiene una tarjeta con una comida para el desayuno, el almuerzo o la cena. Uds. necesitan estudiar la tarjeta y pensar en una recomendación más saludable.
  4. If students need some assistance getting the discussion going, use the questions below:
    – ¿Cuántos de los alimentos de tu plato tienen proteína?
    – ¿Qué tipo de ingredientes tienen?
    – ¿Qué tipo de condimentos tienen? Por ejemplo: salsa, catsup, mayonesa, etc. 
    – ¿
    Cuántos de los alimentos de tu plato tienen mucha grasa?¿Poca grasa?
    – ¿Qué es lo que más te gusta en esta tarjeta? 
    – ¿Tiene mucha carne? ¿Si es así, qué tipo?

Main Activity


  1. Put the student in partners and hand each pair a student profile card. Students should read through the profile card, and they will then look through the menus and drink cards to make a meal plan for the student.
    Ahora van a estar en parejas y van 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 presten 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 drink 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. Students should use the campus nutrition cards with different nutritional values and make an informed plan.
    Necesitan usar la hoja de las comidas (orange and white sheet) para planear el día para el/la estudiante. Necesitan decir a dónde va a ir para el desayuno, el almuerzo, la cena y una merienda. Van a usar las cartas (menús) de restaurantes aquí en Boise State. Deben incluir una comida y una bebida por cada plato. La meta es crear un menú saludable para el día que también incorpora las preferencias del estudiante.
  3. Use this model for an example:
    a. Para el desayuno: Vamos a Starbucks por un Caramel Macchiato grande y una Chonga Bagel.
    b. Para el almuerzo: Vamos a Panda Express para comer arroz, Orange Chicken y un té helado grande.
    c. Para la cena: Vamos a Subway para comer un Cold Cut Combo y un jugo.
    d. Para la merienda: Vamos a Freshii para comer un batido.
  4. When students are finished with their plans, they will present them to the group.
    Ahora van a compartir sus recomendaciones con el grupo.
  5. Next, ask the students to vote on the healthiest meals
    a. ¿Cuál es el plato más saludable?
    b. ¿Cuál es lo menos saludable? 


Ask some of the following questions to finish the lab: 

  • ¿Con qué frecuencia comes en el campus? ¿Dónde comes? (How frequently do you eat on campus? Where do you eat?)
  • ¿Con qué frecuencia comes el desayuno? (How frequently do you 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? (Which drink is your favorite?)
  • ¿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 comida le sorprendió que no era saludable? (Which food were you surprised to find out it 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 campus offers students healthy food options? 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 eating healthy.
  • I can make healthy decisions.
  • I can read and understand nutrition facts.

Cultural NOtes: 

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)


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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.

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