Spanish Level 2: (Interpretive, Interpersonal, Presentational Modes) 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 pathwaysproject@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 pathwaysproject@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 pathwaysproject@boisestate.edu 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

Description:

In this activity, students will imagine they are sharing an apartment in León, Spain and they need to do some grocery shopping to plan for a dinner on Sunday where they will ultimately invite the teacher to attend! To do this, the presentation guides students through an interpretive cycle where they will see, listen, and view ads and a website showcasing a Spanish supermarket. They will also recognize that supermarkets close on Sundays in Spain. Therefore, they have to shop on Saturday in order to have what they need for Sunday. This is an important difference between Spanish and U.S. cultures that might be interesting for them to observe. Pre, during, and post activities help guide them in the interpretive cycle. Then, students will be prepared for the productive cycles, practicing interpersonal speaking, presentational and interpersonal writing. First, students survey one another to determine how much their classmates like/dislike certain foods. Then, working in groups that are supposed to simulate their "flatmates", they will create a grocery list (keeping in mind categories of foods they viewed online just prior to this). Finally, students will craft a fake whatsapp response telling the teacher when and where to come to the dinner. In a cool-down, students end the activities by reflecting on food preferences and practices related to grocery shopping. 

Proficiency Level:

Novice High

Keywords:

Supermarkets, Ingredients, Foods, Survey, Lists, 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 buzz words
• I can compare and contrast my food preferences with friends
• I can identify categories of food products and some simple sentences on an online website for grocery shopping
• In my own and other cultures I can identify locations to buy something and how culture affects where people shop.
• I can brainstorm a shopping list with friends to prepare for a dinner party
• I can respond to a chat message using simple sentences to describe when and where to come to dinner

Materials Needed:

Vis-A-Vis Markers & Erasers 

Survey Cards

Taboo Cards

Make A Copy, Google Slideshow  (this link will force you to make a copy)

View Only, Google Slideshow

Graphic Organizer, Shopping Exploration

Canva Grocery/Shopping List

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)

Warm-up

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!"