El arte de regatear / The Art of Bartering - Spanish, Novice Mid
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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
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Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
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- Boise State World Languages Resource Center
"El arte de regatear"
Proficiency Level: Novice Mid
In this activity, students are going to practice asking for the cost of something and practice purchasing items. Students are also going to be exposed to the concept of bartering and how to do it with a vendor.
Keywords:
Price, money, cost, store, barter, purchase, vendor, Spanish.
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask how much something costs
- I can participate in the act of bartering with someone from a Spanish speaking country
- I can share with a friend what I purchased at a market
- I can use rehearsed behaviors when shopping in a familiar type of store
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
Google Slideshow (linked)
Funny Money
Situation Cards
Object cards
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and talking about bartering.
“Hoy vamos a practicar "el arte de regatear." En español, regatear significa pedir un precio más barato por un objeto. Por ejemplo, si el precio es 80 pesos, puedes pedir el objeto por 70 peso. El vendedor puede decir, "Puedo a darte el objeto por 75 pesos."
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask how much something costs
- I can participate in the act of bartering with someone from a Spanish speaking country
- I can share with a friend what I purchased at a market
- I can use rehearsed behaviors when shopping in a familiar type of store
2. In the Google Slideshow, there are various clips from embedded from Youtube. These clips are interviews of customers and a vendor talking about bartering. The first clip talks about what the vendor is selling.
“Ahora vamos a ver un clip breve. Presten atención a lo que vende el vendedor."
3. Ask the students what the vendor is selling. The vendor is selling rags, the answer will show up on the slide after a click.
“¿Qué vende el vendedor?" (toallas y trapos para la cocina)
4. Show students the next clip, in which a few people from Mexico are going to talk about how they barter.
“Ahora en este clip, algunas personas de México van a charlar sobre como les gusta regatear." Pon atención a las frases útiles.
5. The next clip that the instructor will show has a vendor talking about bartering and whether it benefits him or not.
“En este último clip, el vendedor va a charlar sobre el acto de regatear."
6. Ask students what the vendor explains happens when people try to barter with him.
“¿Qué pasa con el vendedor cuando alguien regatea? (Recibe menos dinero, pero todavía gana un poco)"
7. Click to next slide which provides students useful phrases for bartering.
“En esta diapositiva hay algunas frases útiles que pueden usar para regatear."
8. Now you will do a short bartering practice with students. The example involves the selling of handmade, traditional Mexican skulls.
“¡Ahora vamos a practicar el arte de regatear!"
9. Welcome your students to your imaginary vendor stall
“¡Hola y bienvenidos a mi puesto! Vendo calaveras muy bonitas. ¿Quieren comprar una calavera?"
10. Students should pretend that they are interested in buying an item.
"Estudiante: ¡Si!
Asistente: ¡Perfecto! ¿Cuál calavera quieres?"
11. Now students should ask how much the skull costs. You (the vendor) would say a very high and unrealistic price.
“Estudiante: ¿Cuanto cuesta?
Asistente: ¡Cuesta _$______!"
12. Students should use the useful phrases the assistant went over with them on the slideshow. The assistant can return to the slide that has all of them to help guide students.
“Asistente: Ahora van a regatear el precio.
Estudiante: ¿Cuál es lo menos?"
13. Once a deal is made at a lower price, seal the deal (hecho).
“Hecho!"
Main Activity
1. Put students into two groups, one group will be the vendors and the other group will be the customers.
“Van a haber dos grupos. Un grupo van a ser los clientes y el otro grupo van a ser los vendedores."
2. Pass out $100 of funny money to every customer and vendor. Pass out a situation card to each customer and pass out various object cards to each vendor.
“Todos los clientes y los vendedores van a recibir 100 dólares. Los vendedores van a tener muchos objetos para vender a los clientes. Los clientes van a recibir una tarjeta con una situación que deben tener en mente para comprar cosas.
3. Customers
“Todos los clientes y los vendedores van a recibir 100 dólares. Los vendedores van a tener muchos objetos para vender a los clientes. Los clientes van a recibir una tarjeta con una situación que deben tener en mente para comprar cosas. Por ejemplo, una situación es el cumpleaños de un novio/a y el cliente debe comprar un regalo para el/ella."
4. Use this model for an example:
1. Have a student start with one item, they should describe and present the item in detail. After, have them give a starting price and invite other students to begin bidding.
1. Por ejemplo, si hay una tarjeta que tiene audífonos, pueden decir: son audífonos que cancelan el ruido para que puedes estudiar en silencio, son inalámbrico y de el nuevo modo.. el precio para empezar es $200 dolares.
5. After students have sold a few items have students switch roles (the vendors become the customers and the customers become the vendors).
Wrap-up
Wrap-up questions (Pick the a few you’d like to ask):
1. ¿Qué compraron en el mercado?
2. ¿Cuál fue la cosa más cara?
3. ¿Cuál fue la cosa más barata?
4. Tienes la oportunidad de tender un puesto en el mercado de aire libre en boise, ¿Qué quieres vender?
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!
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask how much something costs
- I can participate in the act of bartering with someone from a Spanish speaking country
- I can share with a friend what I purchased at a market
- I can use rehearsed behaviors when shopping in a familiar type of store