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

Two people grocery shopping
Photo by Jack Sparrow via Pexels
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 and ask questions involving food, money, and numbers. They will learn about grocery stores in Spanish-speaking countries through authentic materials. 
Semantic Topics: Groceries, shopping, store, food, supermarket, prices, comestibles, ir de compras, supermercado, precios, comida
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
Perspectives: What foods are more popular in Hispanic cultures? How is shopping different in Spanish-speaking countries?

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

Relevant 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. Using the “Cultura” slide, 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 separating dollars and cents on 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 a 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 on the slideshow.)
    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 groups of two. 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. Assign each employee some of 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.)
    Vamos a trabajar en grupos de dos. Una persona del grupo va a ser un empleado, la otra persona va a ser el comprador. El empleado necesita usar los anuncios para dar información al comprador. El comprador tiene un lista con comidas para comprar. 
  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 note 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.
    En breakout rooms, el comprador va a tomar dos minutos para preguntar el empleado sobre los precios. El empleado va a dar los precios para las comidas. El empleado necesita escribir el mejor precio para la comida. Después de dos minutos, los compradores van a cambiar breakout rooms para “ir” al diferentes tiendas.
  3. After the students have gone to the different stores,  repeat by having the students switch roles.
    Después de visitaron todas las tiendas, van a cambiar papeles y repetir la actividad.
  4. Have a group discussion with the following questions 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

  1. 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!

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

 

Cultural NOtes: 

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Let's Chat! Spanish by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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