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Please Note: 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 amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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. 

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language. 

Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials. 

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 


- Boise State World Languages Resource Center 

"Mis Ingredientes y Comidas Favoritas"

Proficiency Level: Novice Low

In this activity, students will survey one another to determine how much their classmates like/dislike certain foods.


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

Relevant NCSSFL-ACTFL Can-Do Statements:

These have been altered in the lesson to accomodate a novice low speaker.

  • I can describe my favorite foods
  • I can compare and contrast my food preferences with friends
  • I can discuss how frequently I eat or visit a restaurant

Relevant ACTFL World-Readiness Standards


Standard 1.1

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Materials Needed:

Vis-A-Vis Markers & Erasers (One of each per student)

Survey Cards

Download: Survey Cards

Taboo Cards

Download: Taboo Cards

Google Slideshow (Linked)


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

  2. El estudiante tiene que describir la comida que está en la tarjeta, pero no puede decir las palabras que están ahi.
    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.

  3. El grupo tiene que adivinar (guess) la comida que el estudiante está describiendo. La persona que adivine, gana un punto! 
    Divide students into groups of 4-6. Each student in the group takes a turn, if they guess it, then they get a point! Only one guess at a time, students must take turns to allow everybody to have a chance to describe and guess.

Main Activity

1. Les voy a dar una tarjeta de encuesta. Cada tarjeta es diferente. Tomen un minuto para leerlas y hacer preguntas.
Give each student a Survey Card, a marker and an eraser. Give them a minute to read the card. Take a moment to discuss what an "encuesta"is after giving each student a card. Ask them to look at the card and try to guess what it is.            

2. Llenen los espacios vacíos. Por ejemplo, si el espacio vacío es fruta puedes escribir banana o manzana o otra fruta. Pero no usen un objeto que ya está.
Have the students fill in the empty categories on their lists. 

3. Ejemplo:

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

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?
    • ¿Cuál es una comida que a muchos estudiantes les molesta?


Wrap-up questions (Pick the a few you’d like to ask):

1. ¿Te gusta la comida en la cafetería? ¿Por qué sí o no?
2. ¿Cuál es tu restaurante favorito? ¿Por qué?
3. ¿Te encanta comer en restaurantes? ¿Por qué sí o no?
4. ¿Te gusta cocinar? ¿Por qué sí o no?
5. ¿Cuál es tu comida favorita? ¿Por qué?
6. ¿Cuál es tu comida menos favorita? ¿Por qué?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

These have been altered in the lesson to accomodate a novice low speaker.

  • 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

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