IWLA 2010
LET’S ROCK!
Lisa Sobotka
sobotkal@wdmcs.org
IWLA 20101 - LET’S ROCK!
Lisa Sobotka
sobotkal@wdmcs.org
Boat Races
Mastermind
Piggy Bank
Mannequin
Speed dating
One behind
Musical Verbs
Marcas
Mercado
¡Yo Voy!
¡Vemos el future!
¿Cuánto cuesta?
BOAT RACES
Purpose:
Verb conjugation
Using verbs to communicate meaning
Materials:
List of verbs/Verb note cards
3x5-ish slips of paper (boat sheets)
Optional: colored pencils, 6 or 7 of 7 different colors
Set up:
Line the desks up, 5-7 Ss each (each row must have the same number of desks)
Each student needs a writing utensil
If you choose to use the colored pencils, then each line gets one of each color
so that each person has a different color.
Materials should be UNDER their chairs.
You must have CLEAR paths between lines of desks!
Front row starts with the boat sheets
Make sure each group has a pile of boats so you don’t have to keep passing them
out
Procedure:
Do a practice run with an easy verb as you explain how to play.
Post the infinitive of the verb on the screen
1st row – student writes yo form, passes the boat back
2nd row – student writes tú form, passes the boat back
3rd row – student writes Ud. Él, Ella form, passes the boat back
4th row – student writes nosotros form, passes the boat back
5th row – student writes vosotros form, passes the boat back
6th row – student writes Uds. Ellos, Ellas form, passes the boat back
7th row – student write the English definition
The person in the last row comes to the front and sits in the first desk and
everyone rotates back one desk.
Score each card and write the points on the card.
Explain to the person in the front row what was missed and why.
Encourage the person in front to talk to the group about what they missed so they
don’t make that same mistake on the next round.
Once all groups have been scored, quietly post the next infinitive verb for those
who are paying attention.
With 7-10 minutes left
Each group must choose around 3 verbs from their pile and write a sentence for
each.
You can set up whatever parameters you want as far as forms that they use.
You can give points to the funniest sentences, correct sentences, and meatiest
sentences.
Think about requiring students to include a when and a where so that they are not
just writing a 2-3 word sentences.
Points:
Finishing first = 1 pt.
Each correct verb form = 1 point
Sentences = whatever you decide
Rules:
Each student must write his/her own form! That’s why I use the colored pencils.
If corrections have been made by someone else in the group count that form
WRONG! (One student cannot write all of the forms for the whole group!)
Odd number of students:
If I have a few students extra I use them to help me choose the verb and check the
answers.
yo
nosotros
yo
nosotros
yo
nosotros
yo
nosotros
tú
vosotros
tú
vosotros
tú
vosotros
tú
vosotros
Ud
Él
Ella
Uds
Ellos
Ellas
Ud
Él
Ella
Uds
Ellos
Ellas
Ud
Él
Ella
Uds
Ellos
Ellas
Ud
Él
Ella
Uds
Ellos
Ellas
yo
nosotros
yo
nosotros
yo
nosotros
yo
nosotros
tú
vosotros
tú
vosotros
tú
vosotros
tú
vosotros
Ud
Él
Ella
Uds
Ellos
Ellas
Ud
Él
Ella
Uds
Ellos
Ellas
Ud
Él
Ella
Uds
Ellos
Ellas
Ud
Él
Ella
Uds
Ellos
Ellas
¡VEMOS EL FUTURO!
Purpose:
To practice ir+a+infinitive in a fun, creative way
Before I tell the future we have already:
Read “Marta y Marco” (discovery) go over Q and A
Students underline the forms of IR.
Then, have them look at the words that follow forms of IR.
What patterns are there?
Box all of the “Ir + A + Infinitive Verb”
What do you think it means?
Practice recognizing sentences in the near future vs. regular.
Materials:
Table with “Crystal” ball in front of the room
Gypsy attire (scarf, jewelry, etc.)
Background music, dimmed lights
One sheet of paper per student
One already made Cootie Catcher/Fortune teller
Procedure:
Ask for a volunteer to come sit at the table across from you
Ask silly questions in Spanish and mutter crazy things about the future
Ham it up!
On the third question, or so, get the “fortune teller”
Ask him/her the questions on your “fortune teller”
My questions:
¿Cuál es tu color favorite? – Student picks one
Spell it in Spanish and flip the flaps as you say the letters
¿Cuál es tu número favorite? – Student picks one
Count to it and flip the flaps
Open that flap and read the crazy fortune that uses IR+A+INFINITIVE
I call up two or three people.
Activity:
In pairs write 3 creative sentences in the near future in the tú form.
Each sentence should include with who, what activity, when, and where.
Show a sample sentences and have the students point out each part (with who,
when, where, and what activity)
Give them time to write their 3 creative sentences in their groups.
As they finish, have the group choose one sentence and write it on the board.
When most, if not all, of the groups have written their sentence on the board, then
as a class, edit the sentences.
Each student needs to make a “fortune teller”
Explain how to fold the paper to make the “fortune teller” (see directions below)
Show them where to put the colors and the numbers and the fortunes.
They need 8 fortunes.
They can use the sentences on the board, use the other two that their group
wrote, and/or make up some new ones.
Next day:
INNIE AND OUTTIES
If your fortune teller is done, you can participate.
If not, you get to sit quietly and finish it.
Before the students form their circles ask them what questions they will ask in
Spanish to get the information that they need.
Go over how you want them to use their “fortune teller”
Divide the class into two equal groups.
One will be the inner circle and one will be the outer circle.
Outer circle faces in, inner circle faces out so the Ss are facing each other
Once in their circles, they should tell the fortune of their partner.
After both people have had time to tell each other’s fortune, have a circle rotate
so everyone gets to work with a new person.
You can rotate as many times as you want.
Marcos and Marta are discussing their plans for Saturday evening. Read their discussion and
then answer the questions in Spanish.
Marta
Marcos, ¿Vas al concierto el sábado? Voy a cantar sola.
Marcos
No, no voy al concierto el sábado. Voy a ir esta noche, pero no voy a cantar.
Marta
¿Adónde vas el sábado?
Marcos
Voy a la fiesta con Silvia. Vamos a bailar.
Marta
¡Genial! Después del concierto yo voy a comer con unas amigas en un restaurante.
Marcos
¿Con quién vas a comer? ¿Con Sancho?
Marta
No, Sancho no va a ir con nosotras. Él va al partido de fútbol americano. Voy al restaurante con
Juancha y Mar.
Marco
¿Adónde van Uds.?
Marta
No sé. Probablemente vamos a ir al restaurante “Todo es Pollo.”
Marco
Me encanta comer allí. Mi familia y yo comemos allí todos los jueves. La comida es muy sabrosa.
Marta
¿Quieres ir a comer con nosotras? Silvia también…
Marcos
Me gustaría, pero primero voy a hablar con Silvia.
Marta
¡Qué buena idea!
Preguntas:
1. ¿Quién va a ir al concierto el sábado?
2. ¿Quién va a bailar?
3. ¿Adónde va Sancho?
4. ¿Quién va a cantar?
5. ¿Cuándo van a ir Marta y sus amigas al restaurante?
6. ¿Con quién va Marco al restaurante los jueves?
7. ¿Con quién va a ir Marta al restaurante?
How to Make a Cootie Catcher
by Laurel Smith (Road Trip Mom)
Pick a color. Now pick a number, and another number.Your fortune says, "Today is your lucky day!" Just show them how
to do this once, and your kids can create all sorts of cootie catcher fortune games. And you'll have an activity that will
keep your kids busy and filled with creativity!
You need a square sheet of paper and a pencil or pen to make a Cootie Catcher.
Here's how to make it:
1. If you start with a standard sheet of paper you will need to make it square by folding one corner over to the edge and
cutting off the extra flap.
2. Unfold it and you have a square. Fold the other corners and crease again.
3. Unfold so you are back to the square.
4. Next, fold each corner point into the center of the creases.
5. With all four corners folded it should look like this.
6. Next, flip it over and fold all four corners points into the center again.
7. With all of the corners folded in it will look like this.
8. Write the numbers 1-8 on each of the triangles.
9. Lift up the flaps and write the fortunes under here.
10. Flip it over and color or write the name of a different color on each flap.
11. Flip it back over and stick your two thumbs and two forefingers into each of the 4 flap pockets. You may need to
crease it along the flap lines first. Fingers should press center creases so that all 4 flaps meet at a point in the center.
MASTERMIND – ACTFL 2009
Purpose:
To review or practice vocabulary
Materials:
Each group of students needs
1 Mini white board
1 white board marker
1 eraser
Students need their vocabulary sheets, if the vocabulary is new so
that they are practicing accurately.
Teacher needs a timer
Procedure:
Students are divided into groups of four
Teacher secretly chooses 4 random words from the vocabulary list
Ss work as a group to guess the words in 30-45 seconds
At the end of the 30-45 seconds the teacher tells each group how many
words from the guessed list are on the teacher’s secret list. (Not which
ones, just how many.)
Something to think about:
If you announce aloud how many words are correct for each
group, it offers a clue to the class.
If you tell each group privately how many words are on your
list, it takes longer.
Within the group the white board and marker are passed to the next
person.
The group is then given 30-45 more seconds to guess the teachers secret
list of words.
Keep going in 30-45 sec. increments until a group guesses all 4 words and
wins.
You can play as many times as you like, but each round takes a while.
PIGGY BANK – ACTFL 2009
Purpose:
Become more familiar with the vocabulary.
We usually do it the day after introducing the words and we warn the
students ahead of time that they need to review the vocabulary for the
next day.
Materials:
Teacher - Filled in or blank pig sheet (1 per pair)
Each student – a colored writing utensil
Filling in the piggy bank sheet:
Students:
Set the students in pairs and put their desks facing each other.
Clear everything off of their desk except a pencil.
Pass out one copy of your piggy bank sheet to each pair.
Ss need to write in the vocabulary from the provided list.
One person writes in the odd words, one writes in the even.
Teacher:
Write one vocabulary word in each piggy.
Include a mix of Spanish and English words.
Goal:
Partners play against each other to obtain more pigs than the other.
Procedures:
Set the students in pairs and put their desks facing each other.
Clear everything off of their desk except the colored writing utensils.
If you filled in the words, pass out one copy of your piggy bank sheet to
each pair.
The teacher will call out a word in English or Spanish.
I like to use, ¿Qué quiere decir…? and ¿Cómo se dice?
Students must find the pig that has the translation of that word.
The first one to find that pig and touch its nose (with their finger) wins
the pig.
The teacher will announce the correct answer.
The winner gets to color the nose of that pig with their color.
You can call on a student to confirm the answer out loud.
At the end of the game, the student from each pair with the most pigs is
the winner.
Rules:
1. The sheet must remain on the desk equally in between the opponents.
2. No hovering…you must respect the air space above the paper before
the word is called.
3. You must use your finger to point to the pig. NO PENCILS!
4. Do not color in the pig until the answer is revealed.
5. If neither of you have found the pig by the time the answer is revealed,
the first to find it is still the owner of the pig.
6. Any ties are solved by one round of “Rock-Paper-Scissors”
8. The teacher will not say the next word until total quiet is obtained.
9. At the end of the game, some rules will be revised.
End of game rules (with three pigs left):
1. Students must lock thumbs on the back of their desk top.
2. They cannot move until the word is completely finished.
¡YO VOY!
Purpose:
To introduce present tense forms of Ir
Materials:
Access to youtube
Baseball hat
Bling
Baggy pants
Shades
Procedure:
Music as students enter
Write Ir in the infinitive form on the board (students have seen and
heard various forms of Ir already)
Ask Ss to classify Ir as an –ir verb, -ar, verb or –er verb (they say –ir)
Students tell the forms that we have seen and write those forms in the
chart on the board.
We work together to fill in the holes in the verb chart.
We look at what we have and make some judgments about Ir as an –ir
verb vs. and –ar verb
I explain that Ir is a “wanna-be” or “poser” verb (original concept by Kerisa Baedke)
It dresses like an –ar verb, but clearly has no –ar in the infinitive.
Talk about v = b sound and discuss pronunciation.
I start saying “Yo boy!/Yo voy!”
Then, I rap and we rap! (I learned the lyrics at IWLA last year, Gracias Patti and Co., and
Sonia Kepford changed the tune to the RAP.)
Ir RAP http://www.youtube.com/watch?v=D3u6eHVXteo
IR
If
If
If
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
IR
If
If
If
IR
If
If
If
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
IR
If
If
If
IR
If
If
If
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
IR
If
If
If
IR
If
If
If
IR
If
If
If
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
http://www.youtube.com/watch?v=D3u6eHVXteo
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van:
y’all go
If it says ellos van:
they go
And those are the forms of IR
IR
If
If
If
(to go) RAP sheet
it says yo voy:
I go
it says tú vas:
you friend, go.
it says va:
you, sir, go
and he goes, and she goes too.
If it says nosotros vamos: we go
If it says Uds. van: y’all go
If it says ellos van: they go
And those are the forms of IR
STORE FRONT WINDOW
Purpose:
Review subject pronouns (or any vocabulary, really)
Before we do this activity:
We discuss and draw a representation of each pronoun
Procedure:
Divide the class into groups of 4.
Someone in the group is the employee and the rest are mannequins.
The teacher posts/says one of the pronouns (or vocabulary phrases) in
Spanish.
The employee has to place the mannequins where they should be to
represent the pronoun that was given.
We focus on who is being talked about (pointed at) and who is being
talked to (looked at).
For every new pronoun announced, a new student in the group is the the
employee.
After we have gone through each pronoun, each group gets to choose
one to show off!
Choose one group at a time to demonstrate their subject pronoun.
SPEED DATING
Purpose:
To communicate in Spanish
Materials:
Speed dating procedure sheet.
½ sheet for each student
1 double set of numbers (half the number students in your class)
Set up:
Divide class in half (or separate boys and girls)
Half sit at their desks and pull a chair up
The other half step out and review for a few minutes
Students at desks/Interviewers:
Share procedure sheet with those at desks; give each a ½ sheet, and a
number
Post the number on the desk.
Students reviewing/Interviewees:
Give each a number.
Explain that when they enter they should find the person with that
number, sit across from them at their desk and answer the questions in
Spanish.
Procedures:
Seated students conduct their interviews
Give them 1-2 minutes per interview
Then students rotate to the next student (number)
After 6 rotations the interviewers go into the pod and interviewees take a
seat at a desk.
The students switch roles and get new numbers.
Give the half sheet to the seated students and share the procedures.
Start the interview process again.
Students enter and sit across from someone.
Do 6 rotations again.
Somethings to think about if you divide by gender:
Even though they are not actually DATING and this is no different than
any other communicative activity where they are asking basic questions
in Spanish, some of them still get nervous about the “dating” word. (Yes,
really!)
I try to be sensitive of their nervousness. If we are odd numbers then I
have students rotate in and out within their gender. I don’t have girls
substitute for boys or vice versa. I also don’t participate as a girl if we are
short, because even though we are NOT dating, I don’t want some poor
boy to feel like he is on a speed date with me. If a student is crazyuncomfortable (crying, shaking, excuses from mom), then during the
activity that person helps me watch the time and hand things out.
Afterwards, I have them ask me the focus questions and I ask them also.
Speed Dating Procedure:
 Shake hands and
introduce yourself in
Spanish.
 Ask your partner’s name.
 Ask your partner what
he/she is like.
 Ask your partner what
he/she likes to do.
 Ask your partner what
he/she doesn’t like to do.
 Tell your partner one
thing about yourself in
Spanish.
 Politely, tell your partner
good-bye.
Mis Citas
You will meet 6 people. As you ask each one about
him/herself, record the information each one gives you in
Spanish below.
Nombre
Personalidad
Actividades
1.
2.
3.
4.
5.
6.
Mis Citas
You will meet 6 people. As you ask each one about
him/herself, record the information each one give you in
Spanish below.
Nombre
1.
2.
3.
4.
5.
6.
Personalidad
Actividades
ONE STEP BEHIND
Purpose:
Review weather expressions (or any vocabulary or verb phrases).
Procedure:
1 - Model an action with each weather expression (say it twice)
All students should repeat the words and the actions
2 - Get 3-4 volunteers
Make a line, facing the class, in the front of the room
I stand at one end
First, I say a word and do the gesture. (twice)
The next person in line waits till I am done and then repeats the word
and the gesture.
Each person in the line waits till the previous person is finished and
repeats the word and gesture twice.
3 - This time, I build another expression and gesture on. I say an
expression and do a gesture, the next person repeats.
This time while that person is repeating my first expression and gesture I
add a second expression and gesture.
The rest of the people in line do the same and overlap the first expression
with the second.
4 - I usually add one more and do a series of three expressions/gestures
with the volunteers.
5 - Then I divide the class into groups of 4-5 and have them practice doing
one, two and three expression chains.
6 - We then gather in a big circle and attempt to do a 1, 2, and 3
expression chain of expressions and gestures.
MUSICAL VERBS! – Betty baum-Ferree
Purpose:
To review verb conjugation
Materials:
Ss each need a sheet of paper
Clear desks
Music
Prizes
28 sheets with a verb (in English or with a subject pronoun) on each
Procedure:
Put the sheets face down on the desks (1 per)
Ss number their paper 1-28
As the music plays the students have to walk around and write the
correct form of the verb on their paper.
Occasionally pause the music and randomly pick a student
(I use numbered sticks and a numbered list of students)
Call the students name and a number 1-28
If that student has an answer for that number, he/she comes and SHOWS
it to you (check their spelling)
If the answer is written correctly, he/she gets a prize and then continues
to play
If the answer is incorrect, tell them why and they continue to play
If the S doesn’t have that answer, call on a different student at random.
I set out 7-8 pieces of candy at the beginning of the game for each class
and that’s all I give away!
Many students have written all of the verbs by then, so it works out well.
When you have given away all of the candy, stop the music, and have the
students return to their desks
Collect the verb sheets and hand out the answer sheet so the students
can make corrections.
Collect the answer sheets.
Follow up:
Each student must choose around 3-5 verbs from their pile and write a sentence
for each or a paragraph about your topic of study. You can set up whatever
parameters you want as far as what they write about. Think about requiring
students to include a when and a where so that they are not just writing a 2-3
word sentences. Have students share their writing.
JUEGO DE MARCAS
Purpose:
To practice food vocabulary
Materials:
Each group needs a mini-whiteboard, a whiteboard marker and a
whiteboard eraser.
Procedure:
Divide the students into groups of 4 or so.
The teacher announces a brand, like Wonder (or specific food item in
Spanish) and in the groups students have to write the category (the
vocab. word, i.e. – el pan).
I like brands that can have more than one correct answer.
Use “Diet Coke – el refresco” as an example to show them what to do!
A person in the group raises his/her hand when the group has an answer.
The last group to raise a hand gets no points.
Check the answers and assign the appropriate points.
(You can also do the opposite, say the vocabulary word and the group
lists a brand name, but I like them to write the Spanish word.)
Rules:
They must spell correctly and use the correct article to earn the point.
Pass the white board each time so someone new writes.
Examples:
Oreos – Las galletas
Jimmy Dean – las salchichas
Dole – Las frutas
Trix – el cereal
Wonder – el pan
Subway – el sandwich
Stabuck’s - el café
Mt. Dew – el refresco
Minute Maid – el jugo
Campbell’s - la sopa
Anderson Erickson – la leche, el yogur, el queso
Clementine – la naranja
Cherry Coke – el refresco
Dijourno – la pizza
Granny Smith – las manzanas
Robert’s – la leche, el yogur, el queso
Snapple – jugo o té helado
NutterButter – las galletas
Lipton – el té
Oscar Meyer – los perritos calientes, la salchicha, el tocino
Eggland’s Best – los huevos
Aquafina – el agua
Kraft – el queso
Homeland – el tocino
¿CUáNTO CUESTA?
Purpose:
To practice asking and telling cost of an item
To review numbers in Spanish
Materials:
Various (5-6) items that students can identify en español
Cards with the actual price of each item
White boards and markers (1 per group)
Set up:
Have the vocabulary items on the front table with their price cards (prices
hidden)
Divide the class into small groups
Procedure:
Have a student choose the first item up for bid.
In each group they decide a price and write their sentence on the white
board guessing the price.
“La sopa cuesta $1.25”
The student in each group who wrote the sentence should then read the
group’s guess aloud to the class.
Have the students make a drum roll and announce the actual price.
The group closest to the correct price without going over the actual price,
wins.
Before you move on and have a different student choose the next item,
have the students pass the white board to the next person in the group.
After each item, have the Ss pass the white board to a new person in the
group, so that everyone gets a chance to write and speak.
MERCADO - PART 1
Purpose:
To practice asking and telling cost of an item
To review numbers in Spanish
To experience bartering
Materials:
Plastic food
Fake money
Before:
Students are familiar with ¿Cuánto cuesta(n)?
Procedure:
Set up a blanket on the floor with some plastic food items to sell.
Model buying and selling by yourself, demonstrating how to ask &
answer ¿Cuánto cuesta(n)?
Choose a student volunteer.
Give that person a handful of fake money.
The student will ask ¿Cuánto cuesta?
Answer with a crazy high price.
Most of the time the student pays that price and the dialogue is done.
Call on 2 more voluntaries and let them each buy from you.
Then, ask in Spanish if anyone wants to be the “vendedor”.
Someone will (poor sucker).
The teacher starts by asking the price and the student offers a price.
The student will offer a high price.
The teacher will respond with a much lower offer.
From there, you barter to get what you want.
They think that you are crazy, but they love it!
Again, call on a few different students be the vendedor.
If time, discuss the cultural experience of bartering.
Many Ss have had the experience and will have stories to share.
MERCADO - PART 2
Purpose:
To practice asking and telling cost of an item
To review numbers in Spanish
To experience bartering
Materials:
Envelopes of fake money (enough for each student to one)
Pictures of food (enough for each student to have 4-5 items)
Set Up:
Divide Ss into two equal groups (Buyers and Sellers) and separate them.
Make sure that each vendedor has space for his/her tienda
Procedure:
Sellers
Give each Vendedor five different vocab. pictures and a record sheet
Spread the sellers out, some on tables and some on the floor.
Sellers need to sell 4 of the 5 items.
At the end, the Seller with the most money wins.
Buyers
Give each Buyer an envelope full of fake money.
Explain that they need to buy four items.
They can only buy one item from a seller.
The buyers are trying to get the best deals as possible.
The Buyer who buys 4 items and spends the least, wins.
After buyers have bought and sellers have sold you can have the students
switch roles.
At the end of the experience Ss can return the room to normal and the
share their experiences.
El Mercado
¿A quién vendes tú?
¿Qué vendes tú?
¿Cuánto cuesta(n)?
1.
2.
3.
4.
El Mercado
¿A quién vendes tú?
¿Qué vendes tú?
¿Cuánto cuesta(n)?
1.
2.
3.
4.
El Mercado
¿A quién vendes tú?
1.
2.
3.
4.
¿Qué vendes tú?
¿Cuánto cuesta(n)?