Spanish Level 2- Face-to-Face Activities
🛒 Spanish Level 2, Activity 07: Vamos al supermercado / Let’s Go to the Supermarket (Face-to-Face)
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 grocery stores in Spanish-speaking cultures.
Semantic Topics: Groceries, shopping, store, food, sell, supermarket, prices, provisiones, comprar, tienda, comida, vender, supermercado, precios
Grammatical Structures: Preterite tense, direct object pronouns, indirect object pronouns, comparisons, demonstrative adjectives, el pretérito, los pronombres de objetos directos, los pronombres de objetos indirectos, comparaciones, los adjetivos demostrativos
Products: Grocery store advertisements
Practices: Grocery shopping, comparing prices
Perspectives: What foods are more popular in Hispanic cultures? How is shopping different in Spanish-speaking countries?
NCSSFL-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.
- Standard 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures.
Idaho State Content 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.
- CLTR 1.3 – Function appropriately in diverse contexts within the target culture.
- CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.
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:
- Google Slideshow
- Personal White Boards and Markers (One of each per student)
Optional Physical Materials:
- Food Cards (One or two sets for the entire group)
- Grocery Lists
- 5 (or more, depending on class size) advertisements from different Mexican grocery stores (options: print out, share out the link, use computers, etc.)
- Disco (Argentina)
- Aldi (Spain)
- Casa Ley (Mexico)
- Tottus (Chile)
- Jumbo (Colombia)
- Extra Options
- Superama (Mexico) (Be sure to click “Descarga el PDF) (Mexico)
- Soriana (Mexico) (Mexico)
Would you like to make changes to the materials? Access the template(s) below:
(Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm-Up
- Begin by introducing the Can-Dos for today’s activity.
Hola, ¿cómo están? Estoy ____. Hoy vamos a ir al supermercado. Primero, vamos a empezar el lab de hoy con los can-do statements. - La Cultura- Show the slide labeled “La Cultura” on the Google Slideshow. 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. - Give each student a whiteboard & marker. Have them set up their whiteboards so that they can put six items in order from least expensive to most expensive.
En sus pizarras, pongan una linea como ésta (example on the Google slide) para poner en orden los objetos del más barato al más caro. - Show the six food items in the presentation or put the six Food Cards on the whiteboard in random order if using physical materials. Tell students that they need to list the items in order from least expensive to most expensive on their whiteboards. After they have done so, ask them to share their responses.
Voy a poner seis fotos en la pizarra. En tu pizarra, 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? - 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
- Split the students into two different groups. 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. The advertisements and grocery lists are in the presentation in QR form or you can print physical materials (Note: This is the recommended distribution, you may distribute the students in the best way for your class.)
Vamos a dividir en dos grupos. Grupo uno son los empleados del supermercado, y grupo dos son los clientes. Los empleados necesitan un anuncio y los clientes necesitan una lista. - Have students who “own” or “work” at a grocery store spread out in the room. The students with the lists will have to find the store that offers the cheapest options for the items on their lists. Using a marker, they will then write down the price for the item and the store they “bought” the item from.
Los empleados del supermercado necesitan estar en partes diferentes del cuarto con su anuncio. Los clientes necesitan encontrar el supermercado con el precio más bajo para cada cosa en sus listas. Hagan preguntas a los empleados sobre las comidas y los precios. Necesitan escribir el precio por cada comida que compraron y de cuál tienda. - After the round ends, repeat by having the students switch roles.
*Note: Make sure each “shopping” student has a different list (they are numbered at the top).
Van a cambiar papeles. - Have students talk about reflection questions with a partner once they have “bought” all their items and if time permits.
¿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
- Ask students the following wrap-up questions:
- ¿Qué alimentos compras frecuentemente en el supermercado? (What food do you frequently buy at the supermarket?)
- ¿Qué no compras frecuentemente? (What do you not buy frequently?)
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)
Cultural NOtes:
- Spanish Food Vocabulary
- Supermarkets and grocery shopping in Spain
- Supermarket Spanish Words and Phrases
- How to go grocery shopping in Spanish
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.
Try taking an activity to the next level by:
- Add new content (something you’ve created or another OER source)
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- Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)
