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Grocery Shopping
Maneenuch
Ungka-Uthaiworn
Student Characteristics and
Level: Low beginning to low
intermediate adult ESL students (SPL levels 1 – 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 to…..
-
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 – $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)
Examples:
-
Customer: Excuse me!
How much is this?
-
Clerk: It’s
$3.59.
-
Customer: What’s the
total?
-
Clerk: It’s
$52.74.
-
Customer: I’m
looking for cookies. Where are they?
-
Clerk: They
are on aisle 5.
-
Customer: Thank you
very much.
-
Clerk: You’re
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 – 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)
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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?
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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
= Bloom’s 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 Bloom’s
taxonomy are integrated in the lesson. I didn’t 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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