Lesson Plan- Bargaining in Outdoor Markets
(Based on Chaika Ch. 5 Pragmatics and Conversation)
3/24/12
TEACHER: Stephanie Littlefield
SCHOOL: Thomas A. Edison High School
SUBJECT: Spanish 1B
GRADE: 9
ACTFL PROFICIENCY: Novice
UNIT: Travel/Costa Rica
PERIOD: 2, 4, 10
DATE: May
DURATION OF LESSON: 40 minutes
TEXTBOOK: ¡Avancemos! Level 1b
ACTFL STANDARDS: Communication 1.1, Culture 2.1, 2.2, Conn 3.1, Comp 4.1, 1.2
I. ANTICIPATORY SET
REVIEW:
Students have been learning about Costa Rica and the custom of bargaining in outdoor
markets. They will have learned useful phrases that can be used in bargaining and will
have practiced exercises in currency exchange between the Costa Rica colon and US
dollars in order to understand the value of items priced in colones.
PREACTIVITY 1.1
Students will practice exchanging currency from Costa Rica colones to US dollars. This
will include a presentation of the different bills and coins as well as the denominations
used in the Costa Rican currency and a practice worksheet where students will have to
convert from CRC to USD and from USD to CRC.
PREACTIVITY 1.2
Students will be shown pictures and souvenirs from teacher’s previous trip to Costa Rica.
Souvenirs include various jewelry items, clothing, hats, wooden carvings, paper goods,
hand-made dolls etc. Students will be asked how much they would be willing to pay for
each item. They will have to wait until after the class activity is over to find out how
much I paid for them.
II. PURPOSE/OBJECTIVE:
IMPORTANCE/RELEVANCE OF LESSON: 2.1
Students will better understand discourse routines that occur between vendors and
shoppers in outdoor markets in Costa Rica (and other Spanish-speaking countries).
In the United States, we are not used to the idea of bargaining, while in many other
countries around the world, it is expected. If students travel to other countries they must
understand that it may be common for a vendor to initially ask for two times the amount
they really want to earn from selling an item. In order to avoid over-spending for
souvenirs and other goods while visiting other countries, students must understand and be
comfortable with the idea that they can name the price of what they will pay for
something. They will also be able to show that they have some cultural awareness when
they engage in bargaining rather than paying the price initially suggested by the vendor.
While shopping in Costa Rica, for example, the vendor might try to persuade the
customer to buy the item by pointing out the product’s qualities. This can be
uncomfortable for Americans who may be “guilted” into paying more for something
thathey really wanted to. Students need to learn how to respond appropriately in these
conversations in order to be successful in the bargaining interaction (Chaika, 147).
TEACHER INSTRUCTIONS: 2.2
Students will engage in mock bargaining situations in the classroom that will simulate
shopping in outdoor markets in Costa Rica. Chaika (2008) discusses the ritual nature of
conversation/discourse and how different societies have developed rules for different
discourse situations. This concept is true for bargaining in different countries as there is a
certain type of conversation that is expected to ensue from the moment a shopper shows
interest in something to the moment when he or she decides to buy the item or walk
away. American students may not be familiar with the rules associated with this type of
conversation, and need to practice these types of conversations in order to understand
them better. This cultural/conversational activity will address the cultural knowings,
presented by Moran (2001), which are knowing about, knowing how, knowing why and
knowing oneself. By addressing all four types of cultural knowing, the students will
better understand the cultural practice of bargaining.
III. ACTIVITY
3.1 Procedure:
Teacher:
 Students will create and simulate an outdoor market environment in the classroom.
They will pretend they are shopping at outdoor markets in Arenal, Costa Rica.
 Half of the students will be shoppers and the other half will be vendors.
 Each shopper will be given a certain amount of money in fake colones. They must
buy souvenirs for 5 different family members or friends. They must bargain with
vendors in order to stay within their budget.
 Vendors will set a personal goal of how much money they would like to earn that
day at the market. They must try to convince shoppers to pay enough for their
goods in order to make enough money for the day.
 Throughout the activity, students must take notes on how much they have
spent/earned for each item. At the end of the activity, students will figure out
how much they spent/earned for each item in US dollars.
 Students will converse in Spanish only.
 Arrange desks to serve as tables at the market. Try to match each shopper with one
vendor to begin. Students should have about one minute to bargain with each
vendor.
 Use a timer and some audible signal to let students know when to rotate to the next
vendor.
 Students will have about 15 minutes to go shopping/sell their goods.
 Walk around the “market” and observe interactions. Assess students during the
activity using the speaking task rubric attached.
 Vocabulary needed for activity:
o ¿Cuánto cuesta?
o Cuesta…
o Numbers
o colones
o Es muy caro,
o Me deja ver…
o Sólo miro/estoy mirando
o No, gracias.
o Le doy…colones para…
o Es barato.
o No puedo.
o Muchas gracias
o Greetings/Salutations
o Es de muy buen calidad.
Students:
 Speak only in Spanish. If you can’t think of exactly how to say something, use
circumlocution to say it in another way. You don’t NEED to speak in complete
sentences to communicate.
 Don’t pay the first price suggested to you. Bargain down to a price you can afford.
 Shoppers, you need to buy 5 different items and you must not go over your budget.
 Vendors, you need to earn the equivalent of $100.00 for the day. Don’t let
shoppers pay too little!
 Take a pen/pencil and paper with you and keep track of how much you spend/earn
on each item. At the end of the activity, you will have to calculate how much you
spent/earned for each item in US dollars.
3.1 Materials:
 Souvenirs from Costa Rica and other items that students bring in to “sell” at the
market.
 Fake colones, printed from Internet
3.1 Assessment:
 Students will be assessed based on the NYS LOTE Proficiency Exam’s Informal
Speaking Rubric (attached)
 Post Assessment- Homework assignment- Students will calculate how much they
spent for each item in US dollars.
IV. ACCOMODATIONS
Some students will be permitted to use resources such as vocabulary lists, or previously
prepared questions and phrases to help them in their speaking interactions.
V. CLOSURE


After the shopping activity is over, students will reflect on how much they have
spent on each item and share some examples with the class. Ex: “Pagué dos mil
colones por una galleta.”
Homework: Students will calculate how much they have spent on each item in
US dollars.
References
Chaika, E. (2008). Language: The social mirror. 4th ed. Boston, MA: Heinle Cengage
Learning.
Moran, P. R. (2001). Teaching culture: Perspectives in practice. Boston, MA: Heinle
Thomson Learning.