Spanish Level 2, Activity 06: Mis ingredientes y comidas favoritas / My Favorite Ingredients and Foods (Face-to-Face)

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

"Mis Comidas Favoritas" Novice High


In this activity, students will survey one another to determine how much their classmates like/dislike certain foods. Students will learn to ask each other questions and answer questions regarding food. Students will also learn about discussing restaurants. 

Proficiency Level:

Novice High


Ingredients, Foods, Survey, Restaurant, Preferences, Likes, Dislikes.

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 World Language 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 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

Materials Needed:

Vis-A-Vis Markers & Erasers 

Survey Cards

Taboo Cards

Google Slideshow 

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

- Taboo Cards (Canva template, free account required)

- Survey Cards (Canva template, free account required)


1. Begin by opening the Google Slideshow and introduce the Can-Do Statements.

2. Give a student a Taboo Card. The student has to describe the food on the card to the group, without

saying the words on the card.

"Hoy vamos a jugar un juego. El estudiante tiene que describir la comida que está en la

tarjeta, pero no puede decir las palabras que están escritas ahí."

3. The whole group has to guess the item the student is describing. If they guess it, then they get a point!

"El grupo tiene que adivinar (guess) la comida que el estudiante está describiendo. La

persona que adivine, gana un punto!"

Main Activity

1.Give each student a Survey Card, a marker and an eraser. Give them a minute to read the card.       

Les voy a dar una tarjeta de encuesta. Cada tarjeta es diferente. Tomen un minuto para leerla.

2.  Have the students fill in the empty categories on their lists. 

Ahora llenen los espacios vacíos. Por ejemplo, si el espacio vacío dice fruta puedes escribir banana o manzana u otra fruta. Pero no usen un objeto que ya está.

3. Ahora, van a hacer una entrevista con los compañeros del lab para conocer sus preferencias de la comida.  Ejemplo:

  • ¿Te gusta _ _ _ _ ?
    • Si, me gusta _ _ _ _
    • Claro, me encanta _ _ _ _
    • ¡No! Me molesta _ _ _ _ _
    • Depende _ _ _ _

4. After they have finished surveying their partner, have them switch until they have all surveyed each other.

5. Reflection Questions

    • ¿Cuál es una comida que a muchos estudiantes les gusta comer?
    • ¿Cuál es una comida que a muchos estudiantes no les gusta comer?


Ask students a few question to finish the lab: 

1. ¿Te gusta la comida que puedes encontrar en Boise State? ¿Por qué?
2. ¿Te molesta ir al supermercado? ¿Por qué?
3. ¿Te gusta comer en un restaurante? ¿Por qué?

Relevant NCSSFL-ACTFL Can-Do Statements:

  • 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

Return to top