¿Qué comes?/What do you eat? Spanish, Novice-Mid

Created Dec. 3, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

 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 amberhoye@boisestate.edu 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 amberhoye@boisestate.edu.

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 WLRCLAR@gmail.com 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)

¿Qué comes?/What do you eat? Spanish, Novice-Mid

Description:

In this activity, students will use vocabulary describe what they eat for breakfast, lunch, and dinner. Students will also be able to identify whether or not the meal is nutritious and healthy. Students will learn more about how to describe food and health. Students will also learn more about reading and understanding nutrition fact.

Proficiency Level:

Novice Mid

Keywords:

Food, health, nutrition, breakfast, lunch, dinner

Relevant 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.”

Relevant ACTFL World-Readiness 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.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can talk about eating healthy. 
  • I can make healthy decisions. 
  • I can read and understand nutrition facts. 

Materials Needed:


Warm-up

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

2.  Distribute Meal Option cards.

"Hoy día, vamos a charlar sobre la comida que sirven 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 of 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."

If students need some assistance getting the discussion going, use the questions below: 

i. ¿Cuántos de los alimentos de tu plato tienen proteína?
ii. ¿Qué tipo de ingredientes tienen?
iii. ¿Qué tipo de condimentos tienen? Por ejemplo: salsa, catsup, mayonesa, etc. 
iv. ¿Cuántos de los alimentos de tu plato tienen mucha grasa?¿Poca grasa?
v. ¿Qué es lo que más te gusta en esta tarjeta? 
vi. ¿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 to make a meal plan for the student.

"Ahora vamos 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 deben prestar 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 meal 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. 

“Necesitan usar la hoja de las comidas (orange and white sheet) para planear el día para el/la estudiante. Necesitan decir a dónde van a ir por el desayuno, el almuerzo, la cena y una merienda.”

“Van a usar las cartas (menús) de restaurantes aquí en Boise State. Al mínimo deben incluir una comida y una bebida por cada plato. La meta es crear un menú saludable para el día que también incorpora los gustos 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 iced tea 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. The partners will present to the group when they finish.

5. Next, ask the students to vote on the healthiest meals
a. ¿Cuál es el plato más saludable?
b. ¿Cuál es lo menos saludable? 

Wrap-up

Ask some of the following questions to finish the lab: 

1. ¿Con qué frecuencia comes en el campus? ¿Dónde comes?

2. ¿Con qué frecuencia comen el desayuno?

3. ¿Qué comes para el desayuno, el almuerzo y la cena?

4. ¿Bebes café o té?5. ¿Cuál bebida es tu favorita?

6. ¿Comes normalmente en el campus?¿Por qué sí o por qué no?

7. ¿Dónde vas a comprar la comida en tu tiempo libre?

8. ¿Qué comidas le sorprendió que no eran saludables? 

9. ¿Crees que el campus ofrece opciones de comidas saludables para los estudiantes? ¿Por qué sí o por qué no?

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 eating healthy. 
  • I can make healthy decisions. 
  • I can read and understand nutrition facts. 
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