Lesson Plan


Grocery Shopping
Maneenuch Ungka-Uthaiworn

Student Characteristics and Level: Low beginning to low intermediate adult ESL students (SPL levels 1 Ė 4)

A. Instructional goals / teacher goal: I want the students to be able to grocery shop effectively.

 B. Competency/Objectives: The students will be able toÖ..

  • Identify food items.
  • Name American coins and bills.
  • Write a shopping list of 10-15 items.
  • Add, subtract, multiply, divide numbers.
  • Count 1-100.
  • Identify aisle numbers.
  • Ask for help in a grocery store.
  • Ask where things are in a store.
  • Ask for prices and the total amount.

C. Rationale:

Shopping for food is simple, easy, important and necessary to everyone. We have to eat to survive. Shopping in a new country is confusing at times. The students are familiar with grocery shopping but there are some areas they have to work on.

D. Content and Materials, Sites, Games, Activity:

         Crossroads1 Unit 5, page 49.

         Oxford Picture Dictionary, pages 50-57.

         Oxford Picture Dictionary CD-ROM Unit 5. (listening)

         Real American coins and bills.

         Pictures or realia of food items.

         Food items flashcards.

         TPR technique.

         Concentration game.

         Website: http://www.manythings.org/lulu/f1.html#

         Website: http://www.eslpartyland.com/quiz%20center/grocery.htm

E. Instructional procedures:

  • Brainstorm orally how shopping is different in their native countries. (thinking, speaking)
  • The teacher draws pictures of food items on the whiteboards or tapes pictures of food items on the board or displays realia of food items on the table. (visual )
  • Identify food items by saying names of these food items: apple, banana, strawberry, carrot, celery, broccoli, spinach, milk, juice, soda, eggs, rice, bread, bacon, ham, cookie, butter, cheese, sugar, chicken.(speaking)
  • Use TPR technique: Point to the carrot, Touch the chicken, Give me the milk.  (bodily/kinesthetic)
  • Play concentration game with the pictures and flashcards of the food items.
  • Name American coins and bills by using the real money.
  • Read and say the amount of money from a worksheet and from what the teacher writes on the whiteboard: $9.99 = Nine dollars and ninety-nine cents. (reading)
  • Count 1-100 out loud. (Math)
  • Add, subtract, multiply, divide simple math problems on a worksheet: $40.00 Ė $21.93 =? (math, logical)
  • Write a shopping list of 10-15 items. (writing, visual, application)
  • The teacher writes conversation dialogues on the board to guide the students.(visual)
  • Work in pairs and ask where things are in the store, ask for prices and total amount. (speaking, listening, verbal/linguistic, interpersonal)


  • Customer: Excuse me! How much is this?

  • Clerk:        Itís $3.59.

  • Customer: Whatís the total?

  • Clerk:         Itís $52.74.

  • Customer:  Iím looking for cookies. Where are they?

  • Clerk:         They are on aisle 5.

  • Customer:  Thank you very much.

  • Clerk:        Youíre welcome.

  • Compare King Soopers, Safeway, and Wal-Mart for prices, quality, and cleanliness by brainstorming in small groups and by writing the results down on a newsprint and present / share it to the class. (analysis, evaluation)
  • If food prices increase, which items will you cut from your shopping list? And why? Work individually (intrapersonal) or in small groups (interpersonal). (evaluation)

F. Learning Assessment:

  • Progress checks end of unit 5 Crossroads1.
  • Quizzes and worksheets on food items from Lifeskills1 workbook pages 54 Ė 63.
  • Worksheets on math problems about shopping from Lifeskills 1 workbook pages 20-21. (math/logical)
  • Listening assessment in the computer lab using Oxford Picture Dictionary CD- ROM. (auditory)
  • Role-playing shopping in class.(kinesthetic/bodily)

G. What activities could be used for a small group learning experience?

  • Make a shopping list of all items needed for a week and write down the estimate cost. (knowledge)
  • Arrange a party. Make all the arrangements and write all steps needed. (analysis, synthesis)
  • Write a commercial or a theme song for your favorite store. (analysis, synthesis)
  • Write a letter complaining about a product or service. (evaluation)
  • Compare King Soopers, Safeway, and Wal-Mart for prices, quality, and cleanliness. (analysis, evaluation)
  • Compare ads and prices of same products from different stores. (analysis, evaluation)
  • If food prices increase, which items will you cut from your shopping list? And why? (evaluation)
  • Share the results of your group work with the class.

H. What Plan B's might you use if it looked as though the learner or learners weren't having success in learning the process?

  • Repetition of the lesson with different teaching / learning approaches.
  • Simulation of a grocery store. (visual, bodily/kinesthetic, student-centered)
  • Playing store theme songs softly in class to help enhance learning. (musical / auditory)
  • Writing in journal about shopping experience in native country. (intrapersonal)
  • A field trip to Wal-Mart or King Soopers. (visual, kinesthetic, authentic, student-centered)

Yellow highlight      =   Basic / SCANS skills

Pink highlight           =   Multiple Intelligences / Learning styles

Turquoise highlight =   Bloomís taxonomy

The best thing about this lesson plan is that it is very simple and easy to follow and is necessary for our students who come from different cultural backgrounds. All the basic skills, learning styles and Bloomís taxonomy are integrated in the lesson. I didnít include weights and measurement, nutrition, and health issues in the lesson because this lesson is designed for beginning-level students and I want to focus only on the basics.


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