A selection of English ESL groceries printables

Learners will learn some basic steps of grocery shopping.

Grocery Shopping

Locate where items are found in actual store or in a store map

Grocery Hunt

In this work sheet, the learners will read the basic steps to do  their groceries.They will read the sentences and look at the pictures.This work sheet can also be used as a cut and paste activity, and the learners will get the pictures and the sentences seperately. They will read, and paste the pictures accordingly.

The Grocery Store

This is a vocabulary worksheet you can use as a diving board to talk about environmental concerns. There is a vocabulary exercise followed by two categorisation tasks and a discussion task.



Tips



For exercise 2, remind students that some groceries will go into two categories.



As a follow up task, you could ask students to think of more groceries and research whether a) they are eco friendly and b) have possible replacements.



Answer Key

1) box of eggs, magazines, bottle of milk, carton of juice, tropical fruit, lightbulb, batteries, clingfilm, can of beans, packet of rice, jar of honey, soap, tea bags, beef, tissues, bouquet of flowers



2) plastic - magazines, carton of juice, clingfilm, packet of rice, soap, tea bags, bouquet of flowers

paper - box of eggs, tissues

bio - box of eggs, tropical fruit, can of beans, packet of rice, tea bags, beef, bouquet of flowers

metal - lightbulb, batteries, can of beans

glass - bottle of milk, lightbulb, jar of honey



3) The eggs, tropical fruit, beans, rice, tea, beef and flowers are compostable.

The magazines, the milk bottle, the can, the jar and the soap bottle are reusable.

The box, the magazines, the carton, the bottle, the lightbulb, the batteries, the clingfilm, the can, the rice packet, the jar, the soap bottle and the tissues are recyclable.



Suggested Answer Key

4) The baked beans, the box of eggs, the bottle of milk and the honey are the most eco friendly. However, you can swap canned beans for dried beans and the products should all be local.



Magazines contain plastic. They could be replaced with magazines made of recycled paper or e-zines.



Cartons contain plastic. They could be replaced with fruit which the student juices themselves.



Tropical fruit has to be imported. They could be eaten very occasionally and replaced with local, seasonal produce.



Lightbulbs could be replaced with long lasting bulbs or LEDs.



Batteries should be rechargeable.



Clingfilm could be replaced with Tupperware, or even better, metal containers.



Rice could be bought in paper or fabric based packaging. 



Soap could be bought in bars in card or paper packaging (or even made by the students).



Most tea bags contain plastic. They could be replaced with loose tea leaves.



Beef is very bad for the environment. It could be eaten very occasionally, if ever, and only from local sources. 



Tissues could be replaced with handkerchiefs.



The flowers themselves are bad for the environment as they need to be farmed in a way which uses a lot of water then imported. To replace them, students could grow their own from seeds in the garden and re-use water from the house to grow them.



NB: This is in British English. If you would like an US English version, it wouldn't take long to make. Please just message or comment with the words you need to replace.

Eco Friendly Groceries

This is a simple activity meant for beginning ESL students. It introduces the use of the word and verb cost along with basic conjugation. The worksheet helps with practice in reading for specific information with the useful skill of reading and finding prices. Teachers and tutors can also have students read the sentences with their answers for reading, speaking and pronunciation practice.

Grocery Store Prices

Have a look at the picture and the shopping lists and find out how much you have to pay.

Miss Mouse's Grocery

This worksheet is meant for preschoolers or kindergarten. The kids should first watch the Peppa Pig episode "Shopping" available online. They have to match through a line and trace 2 words.

Shopping - Grocery worksheet

students are to write a short paragraph, using correct grammar, spellling and punctuation

Going Grocery Shopping

Here is a simple activity to learn or revise nmaes of basic food, drinks and groceries, than you ask your pupils to ask each other questions as what they like , and then write

Food , drinks and groceries

This is a worksheet meant to get students to talk about saving money, specifically saving money on groceries. It is about Montreal and the ways we could eat for less money in this very big city.

Save money on groceries

This is the vocabulary that I taught my senior English students. Of course it is not exhaustive. I also added pronunciation and translations to the local language next to the words so we spent less time writing and more time practising. 

English for seniors: groceries

I took my class on a field trip to a grocery store while we were learning about supermarkets. 

I made this worksheet for the students to go through as a type of scavenger hunt. I put the students in groups of 3 and it was a race to see who could find all the items the fastest. 

Grocery shopping scavenger hunt

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

44 Groceries English ESL worksheets pdf & doc