Food Pre

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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.

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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. 

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- Boise State World Languages Resource Center 

Food Preferences/des préférences alimentaires - French, Novice Mid

Proficiency Level:

Interpersonal Speaking, Novice Mid

In this lab, students will practice expressing their likes and dislikes in reference to food. Students will also practice identifying ingredients in certain dishes. 


French, food, ingredients, likes, dislikes, préférences, alimentaires, nourriture

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can talk about likes and dislikes (Novice Mid)
  • I can identify ingredients in a dish (Novice Mid)
  • I can talk about my eating preferences in a dish (Novice High)

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:

Whiteboard (Main Activity) One per student  

Whiteboard Markers (Main Activity), One per student 

Google Slide Presentation


Begin by opening the Google Slideshow and introduce the Can Do Statements 


Today we will talk about likes and dislikes. First, students will introduce themselves and talk about some of the foods/dishes that they like and dislike.  Then students will play a game using food vocabulary words.  Finally, during the main activity, students will identify ingredients of the dishes shown in the photos of the the Google Slide Show attached above. 

Aujourd'hui nous allons parler de goûts et d'aversions.  D'abord, les élèves se présenteront et parleront des aliments/nourritures/plats qu'ils aiment et détestent.  Puis, les élèves joueront un jeu en utilisant du vocabulaire de nourriture.  Enfin, pendant l'activité principale, les élèves identifieront les ingrédients des plats comme le montrent les photos du Google Slide Show joint ci-dessus.

1. First have students introduce themselves and answer the following questions: 

What is your favorite food ? What is your favorite dish? Why? 

Quelle est votre nourriture préférée? Quel est votre plat préféré? Pourquoi ?

What food do you not like ?  Which dish do you not like?  Why ?

Vous n'aimez pas quelle nourriture?  Vous n'aimez pas quel plat ?  Pourquoi ?

2. Next, play a short game of Hangman with the following vocabulary words. Inform students that the words are all food related. Have students guess letters.

We are going to play pendu (hangman in English).  All the words are food related.  Guess the letters, you must use a partitive article: du, de la, de l', des.

Nous allons jouer au pendu (hangman en anglais).  Tous les mots concernent la nourriture.  Devinez les lettres, il faut utiliser un article partitif: du, de la, de l', des.

some ice cream: de la glace

some chicken: du poulet 

some pineapple: de l'ananas 

some jam:  de la confiture

some green beans: des haricots verts  

some bread : du pain

some potatoes: des pommes de terre

some main courses: des plats principals

Main Activity 

1. Give each student a whiteboard and a whiteboard marker 

2.  Using the pictures from the Google Slideshow ask the students what ingredients they think are in the dish. Have students write these down on the whiteboard. 

3. When students are done listing ingredients, go over the lists that each student wrote down. Mention any ingredients that students may have missed or answer questions about what certain ingredients are called. 

4. Use this model for an example: 

        1. What ingredients do you see ?
           Vous voyez quels ingrédients ?

        2. Are there other ingredients ? 
          Il y a d'autres ingrédients ?



 1. Do you cook?

Vous faites à manger? 

 2. Do you like to cook?

Vous aimez faire à manger? 

3. What is your favorite dish to cook?

Quel est votre plat préféré à cuisiner? 

4. Do you prefer to cook, order take out or eat in a restaurant?

Vous préférez faire à manger, commander des plats à emporter ou manger à un restaurant?

5. Which French dishes or foods do you know?

Quels plat français ou quelles nourritures françaises est-ce que vous connaissez?

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:

I can talk about likes and dislikes

I can identify ingredients in a dish

I can talk about my eating preferences

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