Students must listen to and understand the video, audio, and still shots of the market that they see and hear.
Students must practice together naming and briefly describing the market items and actions they see
Students must perform a role-play situation in pairs or groups of 3 in the context of the market
Make a list of market items seen in sample media Make a list of market items needed for a typical week Make a list of market items needed for a specific recipe or meal
Singular and plural nouns with articles Simple present tense (1st person and 3rd person) structures with singular and plural nouns Simple questions/requests
Basic food items Verbs to want, to need, to be, to have Simple interrogative words "how much" and "how many"
Play the video "Mercado central de San Salvador" for students. http://www.youtube.com/watch?v=R0RFIHodiPM
Ask them to listen for words and phrases they recognize or think they recognize, and to write those down as they listen and watch. VARIATION: Prepare a list of vocabulary and simple phrases from the video in advance and give to students to check off as they hear it.
After viewing the video, write mercado on the board and use some descriptive words to help students make simple descriptions of the market they saw in the video. You can either provide the vocabulary AND the verbs, or just the vocabulary, asking the students to provide the verbs for "to be" (ser, estar, and haber) and "to have"
Provide students with a list of vocabulary words related to the images "En el mercado" and "En el supermercado" and simple descriptions of those items. For example: el pollo: es animal, y se vende entero en muchos mercados; el plátano: es fruta, es o verde o amarillo; la remolacha: es vegetal/verdura, es morado.
Then have students label things they recognize in several of the images using the vocabulary provided and the descriptions to help them identify items they may not be sure about. This can be done as a whole class, calling on different individuals or small groups/pairs, where the image(s) would be projected onto a large screen.
Teachers should feel free to use other images and other vocabulary at their disposal and, perhaps, more in alignment with their curriculum.
Once one, or more, market pictures have been labeled/simply described by the class/small groups, move on to the next segment.
Teacher models more extensive descriptions of the same (or other) marketplace images using item vocabulary already introduced, and the simple to be, to have verb structures from previous segments: For example: El mercado tiene muchos quioscos. Hay quioscos de frutas, hay quioscos de vegetales, y hay quioscos de carne. El mercado es más pequeño que muchos mercados en los EEUU. El mercado es más grande que algunos mercados al aire libre de los EEUU. Tiene más/menos variedad de productos; el mercado está más/menos lleno de gente; los productos son más/menos frescos y naturales que los que se venden en los mercados de los EEUU. VARIATION: This can be made more interactive by asking students to respond "Sí, es cierto" or "No, no es cierto" depending on what they see, hear, and think. Instructor can now call on some students individually to recycle some of what has been modeled to make one (or more) statements about what they see in the images. It should be made clear, depending on the level of the class, that all relevant responses in Spanish are acceptable: Hay/no hay (nombre de producto) en el mercado. Hay remolacha y es morado. Los quioscos (no) tienen los mismos productos que los mercados de los EEUU. An so on.
Play this video (or another of similar utility)http://www.youtube.com/watch?v=cn1bIDDCHQk.
Feel free to play the first 4-5 minutes with no sound, asking the students to say the names of items as they come up on the screen. Also, since the vocab on the screen is all Spain-centric, you can either edit the video, or teach both the Spanish vocab and the vocab from other places in the Spanish-speaking world.
At the 4:40 mark or so, the transaction begins. Draw students attention to the phrases "Quiero comprar" "Qué más (hay)" and "medio kilo de" from the shopper. And the "¿Algo más?" from the vendor. Feel free to teach other things along with the visuals from the video with sound muted.
Put students in pairs and have them act out a transaction. You can prepare notecard prompts for the students who will play the role of shopper with general items for the week (3 tipos de fruta, 4 tipos de vegetal, etc.) or a specific dish (ensalada de fruta, puré de papas, sopa de vegetales). Feel free to leave the video with the full market scene paused at the front of the room, as a reminder and source of support for students. Have each pair act out the transaction and switch roles.
If time permits, take a volunteer (or recruited) pair and let them do a transaction at the front of the room. OPTION: For more novice groups, you could let them use the same prompt cards again. For more intermediate groups, change it up. Formative assessment option: Have students not participating in the role play use a rubric/grid to mark the words and phrases from the lesson they heard and understood from their peers' model role play.
Another closing option is to play the video once more (again, no sound) and have the class follow you in naming and describing what they see. You could also end by asking the class to work with you to make your ideal set of purchases for the week by stopping when an item is named and asking "¿Queremos comprar fresas (or whatever) para esta semana?" "¿Están frescas estas uvas? Las queremos comprar?" Coach students to respond with answers beyond "Sí" or "no".
