Supermarket Sweep: Off to the supermarket!
Level: Advanced Beginner
Content Objective: Categorize items in a supermarket. Be able to identify items in English to purchase.
Language Objective: Read and listen to items in a grocery store and identify them.
Time: Block scheduling
Time: Block scheduling
Directions:
You and your partner are off to the supermarket. You are going to label what is in the supermarket, look at your grocery list, and find the items. Read ALL directions first.
2.Press play on checkout(in order to see inside the supermarket, you will not be playing yet)
3. On the sheet of paper I give you put items you see in the supermarket into the proper categories: Health care, frozen food, canned food, fruit, school supplies, flowers, pastas, snacks, baby supplies, drinks, sauces/jams, and household items. (This may take several times of playing and you can hit TRY AGAIN to see it again.)
Note: Some words are in British English
trolley=shopping cart, biscuits=cookies, crisps=chips, nappies=diapers
Note: Some words are in British English
trolley=shopping cart, biscuits=cookies, crisps=chips, nappies=diapers
4. When you finish filling out the sheet, play game.
Game:
1. Look at shopping list
2. Play game!
3. Return to list if you don't remember the items (you may need to look in a dictionary for meaning)
4. When you have found all the items, you will go on to level 2 and 3
2. Play game!
3. Return to list if you don't remember the items (you may need to look in a dictionary for meaning)
4. When you have found all the items, you will go on to level 2 and 3
5. Show Ms. Wolters when it says you have completed all levels to see what place you and your partner have come in.
If you finish feel free to explore web page and play:
Play: Find the vegetables!
Click on link http://www.britishcouncil.org/learnenglish-central-games-vegetables-01.htm 2.
1. How will you use this resource to meet the needs of your instructional
purposes?
Although the reality is that you do have to buy random things in a grocery store besides food, this lesson might be better after a couple of units. It will be challenging but fun to fit into the curriculum after doing more than units such as a food, a health, and a class supply unit. This will be a good activity after having the students for a semester. I think it would be challenging for advanced beginners but feasible.
2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?
Play: Find the vegetables!
Click on link http://www.britishcouncil.org/learnenglish-central-games-vegetables-01.htm 2.
1. How will you use this resource to meet the needs of your instructional
purposes?
Although the reality is that you do have to buy random things in a grocery store besides food, this lesson might be better after a couple of units. It will be challenging but fun to fit into the curriculum after doing more than units such as a food, a health, and a class supply unit. This will be a good activity after having the students for a semester. I think it would be challenging for advanced beginners but feasible.
2. Why is this topic, information or content appropriate for the lesson you
plan to create (e.g., level of authenticity, relevance to target language,
register, accuracy, interest level, and motivation)?
ELL students often have to go into a grocery store and find words that they only know in their native language. This activity will be challenging, but since it is in a game format it should be fun. I think it will be a good time to explain some differences between British and American English. It will be a fun game to play after students have become familiar with many household items. I like how they read and listen at the same time. I have chose partners as a form of interaction because I played it with a friend at my house and it was helpful to have 2 people shout out what was on the list.
3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional resources?
I will hand out the direction sheet and model it on a projector.
3. What handouts or directions will you provide students to focus learning
and adapt this resource for your instructional resources?
I will hand out the direction sheet and model it on a projector.
I will have to create my own vocabulary list as well as break the list into categories before they play the game. Moreover, I will have to review British vs. American English.
5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
First, the web site is in British English so I will have to make some cultural notes. I wish the web page wasn't so random. The flashcards do not match the game that well. I will have to create my own supplementary material. I also wish the web site didn't say kids. The game is quick, but it can be a lot of fun. I will have to model the game on a projector again because its hands-on directions. The words such as box, a pair, a packet may be difficult for lower level students, but that is something we can review the next day and maybe have them play again. Lastly, as far as classifying the items; if I see that students just want to play the game, or are having trouble, I will bring a backup of pictures or the real items and have them classify them and THEN play the game. This part needs to be highly modeled.
5. What are the potential problems, either language based or technical that
you may need to troubleshoot or prepare for?
First, the web site is in British English so I will have to make some cultural notes. I wish the web page wasn't so random. The flashcards do not match the game that well. I will have to create my own supplementary material. I also wish the web site didn't say kids. The game is quick, but it can be a lot of fun. I will have to model the game on a projector again because its hands-on directions. The words such as box, a pair, a packet may be difficult for lower level students, but that is something we can review the next day and maybe have them play again. Lastly, as far as classifying the items; if I see that students just want to play the game, or are having trouble, I will bring a backup of pictures or the real items and have them classify them and THEN play the game. This part needs to be highly modeled.
Supermarket shopping seems to be the theme this week! (This game is fun with the timed element, by the way...I tried it out and got to level 3 before the clock beat me! Really challenging for me at that point!) I noticed that it does give students the option of "Trying Again" at the same level with the same items, which is helpful. I also think it's good for different learning styles, as the list of needed items appears in writing, with pictures, and can be listened to.
ReplyDeleteAfter reading through your instructions, I didn't quite understand what items students are supposed to categorize on the handout before they play (the first list of 6 items that they see in the first level?)...Step 2 says to click on "Play" at the checkout, but then Step 4 says to fill out the sheet BEFORE playing...You might want to clarify/simplify the explanation on that.
Otherwise, another super-fun activity...I know I'm addicted!
You have a great motivational tool here. I got a little dizzy playing the game though. Your students will probably NOT have this problem since they are used to playing video games. They will have a lot of fun. Being exposed to the British English will help them realize that there are different kinds of English.
ReplyDeleteI wish the grocery items had audio so the students could practice the pronunciation of the vocabulary items. I know you are doing a lot of pre-teaching of vocabulary so maybe this would not be necssary.
Are you giving the students a handout of supermarket categories before the game? It sounded like there was a handout, but I wasn't exactly sure of the type.
Students will probably enjoy grocery shopping more after they play this game.
Yes I will be giving them hand-outs and really previewing the pre-game part. Funny story: My friend came over and saw me putting the lesson together. I said, "Want to play?" He jumped right in and beat me. I figured if my friend watched what I was doing and wanted to play, my students definitely would. Maybe we should keep track of time and see which team finishes first.
ReplyDelete