Grocery Shopping

Printable Version: 9_GroceryShopping

Learning Goals:

– Learner will be able to identify different items of importance (to them) in a grocery store and use this knowledge to create a shopping list

– Learner will have a basic understanding of how to handle money and dialogue during a purchase

 

Materials: iPod/Pad, pen/paper, whiteboard, money (fake or real), daily activity verbs list

 

Review: Verb tense and sentence construction – Using daily activity verbs, assist learner in using each verb in a full sentence and in each of the tenses: e.g. Yesterday, I ran to the store. Today, I run to the store. Tomorrow, I will run to the store.

 

Overview: Knowing how to both locate and purchase foods and various items of importance for day to day living is an essential skill that will be immediately relevant to the learner.

 

Presentation:

I. Food vocabulary – app: Voice Cards/ABA flash cards

a. What kinds of food can you find in a grocery store? Construct a list (google search images for each)

b. For each word, have them respond “I like/dislike ____” and record preferences

II. Nouns – singular and plural

a. Identify the items you purchase at the grocery store as nouns – explain singular vs. plural

b. Write on paper/whiteboard: I ate a grape. I ate grapes.

*Point out how we use “a” before a singular word but not before a plural word

c. Using the list you created, substitute other singular and plural nouns

III. Create a shopping list

a. What does the learner need/want to buy from the grocery store? (can be a mock list)

b. Have learner practice using each item in a full sentence: e.g. I need a loaf of bread. I need grapes.

c. Do they need anything besides food? e.g. laundry detergent, soap, paper towels, etc.

d. How do you locate food at a grocery store?

 

Exercises:

I. Handling money

a. Come prepared with an array of bills and coins – assist learner in identifying each coin/bill

b. Phonics practice – Identify the first sound for each of the coins/bills

*(Opt.) Conduct the beginning/middle/end and missing sound activities

c. Combine money into different arrangements and assist the learner in identifying the total

App: (alternative) Money–/Count Money!/Amazing Coin (USD)

d. Undergo a mock cashier dialogue: e.g. “Hi, did you find everything alright?” – “Yes, thank you.” – “Your total comes to $___” (have them bring up the correct sum of money) – “Thank you, have a nice day!” – “You too, thank you!” – “Is plastic alright?” – “Yes that’s fine.”

 

Summary:

Does the learner feel comfortable with their knowledge of food and money? How might the process be different at somewhere besides a grocery store? Say at a convenience store or a place like Target?

 

 

 

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