Spanish Level 2- Face-to-Face Activities

🍅 Spanish Level 1 Activity 06: Vamos de compras en el supermercado Remix by Dina Espy

Portrait of Dina

Dina Espy
Moscow High School

About this Activity Remix:

Why did you revise this interpersonal speaking activity? 

I changed some of the vocabulary to match the textbook that I use. I also changed a few restaurants to ones in my community so students are familiar with them.

How does this interpretive activity prepare students for the speaking activity that follows? 

Navigating this website will help the students review vocabulary that will help them with the Taboo game and speaking activity. It will also help them understand exchange rates, and how Spanish speaking countries use commas and decimals in prices.

Description: Students will navigate a Spanish supermarket website looking for different items in various departments. Students will also talk about foods, beverages, and restaurants. Students will express their likes and dislikes in regards to foods, beverages, and restaurants. Also in this activity, students will survey one another to determine how much their classmates like or dislike certain foods. During the main activity, they will practice asking one another questions regarding food. Students will also begin to discuss their preferences for local stores and restaurants.
Semantic Topics: Ingredients, foods, survey, restaurant, preferences, likes, dislikes, ingredientes, comida,encuesta, restaurante, preferencias, me gusta, no me gusta
Grammatical Structures: Verbs like gustar, verbos como gustar
Products: Variety of food ingredients common in dishes across the world
Practices: Shopping for food, going out to eat
Perspectives: What makes an ingredient popular or unpopular?

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.

NCSSFL-ACTFL Can-Do Statements:


  • I can express my food and beverage preferences.
  • I can describe popular foods without using buzzwords
  • I can compare and contrast my food preferences with friends
  • I can discuss how frequently I eat or visit a restaurant


  • I can navigate a grocery store website in Spanish.
  • I can recognize some fruits, vegetables, meats, and beverages.
  • I can convert Euros to Dollars. I can talk about prices.

Interpretive Activity

Warm Up:

  1. Have the Eroski supermarket website pulled up. Ask the students to state some observations. Do the food packages look similar to the ones they see here? Do they recognize the different categories? What do they notice about the prices?
  2. Put students in groups of 2-4. Go over the Can-Do statements using the Google Slide presentation. Students will go to Canvas to access the Google Doc mentioned in the presentation. They will have about 15 minutes to explore the website and fill in the document.
  3. We will come back together as a class and go over the questions in the presentation.
  4. Afterwards, we will divide the class into two teams. We will play Taboo using these cards:

Interpersonal Activity

Main Activity(20 mins): 

Each student will receive one of these survey cards:

They will talk to several classmates asking them if they like certain foods, drinks, and restaurants using ¿Te gusta(n)? The students will respond using me gusta(n), me encanta(n), or no me gusta(n) nada.

Wrap Up (10 mins): 

We will come back together as a class, and I will ask them questions about what the overall preferences were for the class.



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