Author:
Ashley Johnson, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
  • Food
  • Groceries
  • Prices
  • Shopping
  • Spanish
  • Store
  • Supermarket
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    Spanish

    Spanish Level 2, Activity 07: Vamos al supermercado / Let’s Go to the Supermarket! (Online)

    Spanish Level 2, Activity 07: Vamos al supermercado / Let’s Go to the Supermarket! (Online)

    Overview

    In this activity, students will go shopping at different grocery stores in search of the best prices for their foods. Students will use vocabulary involving food, money, and numbers. They will also learn about culture through the use of discussing grocery stores. Students will also learn how to ask and answer questions about shopping and selling. 

    About the Pathways Project

    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)

    Activity Instructions

    Activity Title (in your target language)

    Vamos al supermercado / Lets go to the supermarket!

    Description:

    In this activity, students will go shopping at different grocery stores in search of the best prices for their foods. Students will use vocabulary involving food, money, and numbers. They will also learn about culture through the use of discussing grocery stores. Students will also learn how to ask and answer questions about shopping and selling. 

    Proficiency Level:

    Novice High

    Keywords:

    Groceries, Shopping, Store, Food, Supermarket, Prices 

    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. 
    Standard 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures. 
     

    Idaho Content Standards for World Languages:

    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. CLTR 1.3 Function appropriately in diverse contexts within the target culture. 
     

    NCSSFL-ACTFL Can-Do Statements:

    • I can ask for the cost of food items 
      I can identify common food ingredients 
    • I can compare/contrast the price of food items from different grocery stores 
    • I can compare/contrast how prices are written in the United States and in other Spanish-speaking countries (Intercultural) 

    Materials Needed:

    Warm-up

    1. Begin by introducing the Can-Dos for today’s activity. 

    • “Hoy vamos a ir al supermercado. Aquí están los Can-Do statements, vamos a leerlos." 

    2. La Cultura- Show the slide labeled "La Cultura". Explain how in the United States a period is used, while in some Spanish-speaking countries, and many other countries around the world, a comma is used when writing a price. 

    • En los Estados Unidos se usa el punto (period), mientras en otros países se usa la coma para escribir el precio de algo." 

    3. Ask students to take out a scratch piece of paper. Have them set up their paper so that they can put six items in order from least expensive to most expensive. 

    • "Por favor, saquen una hoja de papel. En la hoja, pongan una línea como ésta (example on the Google slide) para poner en orden los objetos del más barato al más caro." 

    4. Go to the next slide and six food items are listed in random order. Tell students that they need to list the items in order from least expensive to most expensive on their whiteboards. 

    • "Tengo seis comidas  en la diapositiva. En tu hoja de papel, vas a hacer una lista de las comidas en orden de la más barata a la más cara, según tu opinión." ¿Cuál es la comida más cara? ¿Cuál es la más barata? ¿Cuál está en medio?" 

    5. The next slides will show the items in the correct order from least expensive to most expensive along with the prices of each item in PESOS. The exchange rate is 1 peso is equal to 5-6 cents, but this rate changes constantly. (Note: You can show them how to find the current exchange rate linked here.) 

    • "Las próximas diapositivas van a tener las cosas en orden de la más barata a la más cara y también tienen los precios de los objetos en PESOS. El peso vale más o menos cinco o seis centavos, pero el valor cambia continuamente." 

    Main Activity

     

    1. Split the students into two different groups and give them each a number between 1-4. Next, be sure to share the student presentation with them. Half the students will be owners or employees of a grocery store using the advertisements. The other half of the students will have a grocery list they must "shop" for. (Note: This is the recommended distribution, you may distribute the students in the best way for your class.) 


    2. Put the students in breakout rooms and give them 2 minutes to see how many items the employee has at their store. If they find out more than one store has the item, they should circle the store with the cheapest price. The students with the lists will have to find the store that offers the cheapest options for the items on their lists. They will then write down the price for the item and the store they “bought” the item from. After two minutes, put the students in different breakout rooms and repeat. 


    3. After the students have gone to the different stores,  repeat by having the students switch roles. *Note: Make sure each "shopping" student has a different list (they are numbered at the top). 

     

    • "Ustedes tienen que preguntar si la tienda tiene la comida. También, quieren encontrar la tienda más barata para comprar la comida. Los estudiantes que tienen las listas de comida en los "supermercados" van a ser los empleados. Entonces, van a escribir en la hoja de papel el precio de cada cosa que compras y en cuál tienda la compraron. " 

    5. Have students talk about reflection questions with their partner once they have "bought" all their items and if time permits. 

    • "Ahora, van a responder a algunas preguntas de reflexión con su pareja." 
    • ¿Qué vegetal fue el más barato? ¿Dónde lo compraste? ¿Cuánto costó? 
    • ¿En cuál(es) tienda(s) compraron más de una cosa? 
    • De todas tus compras, ¿Cuál alimento costó menos? ¿Cuánto costó? 
    • ¿Cuánto costaron todos tus alimentos en total? (Sumar los precios) 

    Wrap-up

    • ¿Qué alimentos compras frecuentemente en el supermercado? 
    • ¿Qué no compras frecuentemente? 

    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! 

    NCSSFL-ACTFL Can-Do Statements:

    • I can ask for the cost of food items 
      I can identify common food ingredients 
    • I can compare/contrast the price of food items from different grocery stores 
    • I can compare/contrast how prices are written in the United States and in other Spanish-speaking countries (Intercultural)