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Weeks 10 & 11: Video, Activity 2: Find and Integrate Video Resources


Class: Adult Language Instruction for Newcomers to Canada (LINC) class

Title: Grocery Shopping

Level: Canadian Language Benchmark Level 3 (Beginner)

Learning Outcome: At the end of the lesson, learners will be able name 6-8 key sections of a grocery store and provide examples of foods that could be found in each of the section.

Activity 1

A) Introduce New Vocabulary (45 minutes)
 Introduce new vocabulary words (section, produce, dairy, bakery, canned goods, seafood, deli, frozen foods, and snacks) using power point presentation slides
 Show the images one by one. Say the word and ask students to repeat several times.
 Go through all the images at least twice.

B) Watch a Grocery Shopping Video


  1. watch this video of Bob the Canadian taking you through a grocery
    store at Youtube through the link below:

  1. Complete the Pictorial Grocery Aisles and Food Items Worksheets by watching the video again.
  2. Answer the following questions by recording your answers in a complete sentence and save the recording in an audio file*; upload your audio file to Google Drive link that was provided to the class.
    • Where can you find cheese?
    • Where can you find frozen pizza?
    • Where can you find vegetables and fruit?
    • Where can you find sliced meat?
    • Where can you find cakes?
    • Where can you find butter?

*Use the built-in voice recorder app in your cell phone (or smartphone) to record your audio. To use this app, simply open it and press the record button. You can then save the recording as an audio file.

  1. Submit your audio file and worksheets by the end of March.




1 Comment

  1. Chwen


    I chose the video for this lesson because its alignment with the lesson objective, good visual quality, clear explanation with examples of sentence and vocabulary use, short length of the video, and the content is based on Canadian context.

    I placed the video right after an introduction and review of vocabulary related to grocery aisles. According to Mayer’s pre-training principles, people learn more efficiently if they already know some of the basics. A bit of review of the vocabulary before showing the video could enhance students’ learning.

    The vide is effective as it employs the following principles

    Gaze guidance principle
    The onscreen instructor shifts gaze between the audience and the targeted grocery aisles which allows the students to connect the vocabulary, how they are pronounced and the actual food or aisle images.

    Generative activity principle
    Students are asked to complete two worksheets when they are watching the video. According to the generative activity principle, students learn better from a video when they are asked to work on some learning activities.

    Subtitle principle
    The video comes with subtitle which is particularly useful for ESL students. Captions can provide some helpful context; it also encourages the viewer to stay engaged with video.

    Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.

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