El Mercado

Last name:  Zuckerman

First Name:  Diana

E-Mail:  dianazuck@yahoo.com

School:  Rondout Valley Central School District

Lesson Title:  El Mercado  (Las Frutas)

Brief Description:  Students will learn different fruits to be able to interact in a fruit market in Costa Rica.

Topic:  Meal Taking / Food / Drink

         Subtopic:  Shopping

Grammar Topics:  Review of definite articles, gustar

Keywords:  Colones, kilos and gramos, names of fruits in Spanish, mercado

Language:  Spanish

Skills Targeted:  Speaking, Listening, Culture

Model:  Interactive Speaking Activity       

Class Level:  Middle School - 7th Grade

Standards: 
                       
1.1 
                       
1.2
                        2.2
                        3.1
                        4.2

Date:  August 3, 2008

Lesson URL:  http://dianazuckerman.com/costa-rica-2008/el-mercado

 

I.  OBJECTIVES:
                       
1.  Students will be able to engage in transactions in a virtual Costa Rican fruit market. (1.1, 1.2)
                        2.  Students will demonstrate an understanding of the similarities and differences between fruits and markets in Costa Rica and the US.  (2.2, 4.2)
                        3.  Students will increase their knowledge of foreign currency and currency and weight conversions.  (3.1)

II.  MATERIALS:
                       
1.  Digital movie, "Las Frutas"
                        2.  Laptop computer
                        3.  Screen
                        4.  Fruit poster in Spanish (Appendix A) (www.mundocartografico.com)
                        5.  Fruit poem (cloze activity and complete) in Spanish (Appendix B)
                        6.  Fruit price list with conversion key (Appendix C)
                        7.  Makings for fruit salad including a large bowl, utensils and small bowls

III.  PROCEDURES:  This lesson can follow "Las Verduras" PACE lesson.

A.  Presentation: 
                        1.  Discussion:  Show students the fruit poster (Appendix A).  What kind of fruits do you like?  Students respond using gustar and the appropriate definite article (review from "Las Verduras" lesson).  Which fruits on the poster have you eaten?  Where do people usually buy fruit here in the US?

                        2.  Explain the following scenario to the students in Spanish:  You are in Costa Rica staying with a family.  You are going to a party and you need to bring a variety of fruit to make a fruit salad for your friends at the party. 
                        What fruit should you buy for the salad?  You are imagining the fruit you saw when you were at the Mercado Central with your Costa Rican family.
                                    a.  At this point, show the students the digital movie, "Las Frutas".  Pause on the different fruit in the movie and ask the students if they have ever heard of that fruit, seen it and/or eaten it.  Would you like to taste it?  Discuss the similarities and differences of types of fruits and markets in Costa Rica and the US. 

                        3.  Explain to them:  You ask your Costa Rican mother for help remembering the names of the fruits.  Your Costa Rican mother tells you a fruit poem.
                                    a.  At this point, give each student a copy of the fruit poem cloze activity in Spanish (Appendix B).  The teacher recites the fruit poem 2-3 times and the students fill the names of the fruits into the blank spaces.  Show the students the fruit poster again.  Read the poem once again while the students refer to the pictures on the fruit poster.  Recite the poem together viewing the fruit poster.

B.  Preparation:
                        1.  Explain to them:  Your Costa Rican mother gives you a fruit price list with a conversion key (Appendix C) to help when you go to the market. 
                                    a.  At this point, give each student the fruit price list.  Students will read through it.  Ask them in Spanish how much different fruits cost.  ¿Cuánto cuesta(n) ________?  Students answer in Spanish referring to the chart.  Cuesta(n) ________ .  Show students samples of the different colones from Costa Rica.
                                    b.  Play the digital movie, "Las Frutas" again.  Pause at the different fruit on the price list.  Ask the students ¿Cuánto cuesta(n) ________?  Students answer in Spanish referring to the chart.  Cuesta(n) ________ .

                        2.  Explain that some of them will be the market vendors and some of them will be the customers buying fruit for the party.
                                    a.  Form an inner and outer circle of chairs back to back.  The customers will sit in the outer circle and the vendors will sit in the inner circle. 
                                    b.  The customers will secretly draw and write the names of eight fruits to compose individual shopping lists.
                                    c.  The vendors will secretly draw and write the names of eight fruits to create their own fruit stand inventory.

C.  Communicative Activity:
                       
1.  Explain to the students that the customers will have to go to the different stands to see if the vendors are selling the fruits they would like and to make purchases.  Let them know that in many markets, customers go to different fruit stands to make purchases.  The teacher will use a timer to let them know when the customers should finish their transaction and move on to the next fruit stand (one seat over).  The teacher will give them enough time to ask for approximately two items on their list before they need to switch to the next vendor.  The customers should put a check next to the fruits that they are able to purchase.  The vendors should use their fruit price list to let the customers know the prices.  Students should use expressions such as, ¿Cuánto cuesta(n) (definite article) (fruit)?,  Quiero comprar (dos) kilos de (fresas) por favor, (Dos) kilos de (fresas) cuestan (cuatro mil) colones,  No hay (fresas), No tengo (fresas) hoy, Gracias, Con gusto, etc.

                        2.  After they have conducted their transactions, explain to them that they are now at the fiesta and the vendors take the roles of the friends at the party.  The students should now turn around and face each other.  The students who were the customers will let their friends know what fruits they brought for the fruit salad.  They should use expressions such as, ¿Qué tienes para la ensalada de frutas?, Tengo (name of fruits).  The teacher will let them know when the inner circle should move to switch partners.  They can switch to approximately three different people.

                        3.  As a whole class, the students will take turns saying what fruits were brought to the party for the fruit salad.

D.  Extension:
                       
1.  Plan to make a fruit salad with the class.  Each student signs up to bring in a different fruit (washed and cut up).  They each say the name of the fruit they are bringing out loud to the class.
                        2.  On the day of the fruit salad, each student says the name of the fruit they brought in.  Make the salad together.

IV.  CULTURAL INFORMATION:
                       
1.  Fruit in Costa Rica
                       
2.  Weights in grams and kilos
                        3.  Costa Rican currency
                        4.  Prices of fruits in colones
                        5.  Shopping in a mercado

V.  TECHNOLOGY USED:
                       
1.  Laptop computer
                        2.  Screen
                        3.  Digital movie


Appendix A
Fruit Poster

 

Appendix B
Fruit Poem (Cloze activity and complete poem)

                        Poema de Las Frutas  (Cloze activity)

"Tengo sed."

""¿Qué quieres tomar?"

"¿Qué hay?"

"Jugo de ______________ para la astuta.
Jugo de ______________ para la señora.
Jugo de ______________ para la niña.
Jugo de ______________ para la espera.
Jugo de ______________ para la panza.
Jugo de ______________ para el ratón.
Jugo de ______________ para tu hermano.
Jugo de ______________, que chiquitica.
Jugo de ______________, bailamos el tango.
Jugo de ______________ en la muralla.
Jugo de ______________ en la granja.
Jugo de ______________ es una sorpresa.
Jugo de ______________ en el lodo."

"¡Por favor, quiero un batido de ______________ porque estás loco!"

"¡Gracias!"

"¡Con gusto!"

                        Poema de Las Frutas  (Completo)

"Tengo sed."

""¿Qué quieres tomar?"

"¿Qué hay?"

"Jugo de fruta para la astuta.
Jugo de mora para la señora.
Jugo de piña para la niña.
Jugo de pera para la espera.
Jugo de manzana para la panza.
Jugo de limón para el ratón.
Jugo de banano para tu hermano.
Jugo de sandía, que chiquitica.
Jugo de mango, bailamos el tango.
Jugo de papaya en la muralla.
Jugo de naranja en la granja.
Jugo de fresa es una sorpresa.
Jugo de todo en el lodo."

"¡Por favor, quiero un batido de coco porque estás loco!"

"¡Gracias!"

"¡Con gusto!"

 


Appendix C
Fruit Price List (*Actual prices as of 7/08; all other prices estimated)

                                                              Conversion Key:  517 colones  =  $1.00
                                                                                                1 kilo  =  2.2 pounds
                                                                                                ½ kilo  =  500 gramos

Lista de Precios de las Frutas:

*Banano / Plátano  =  100 colones/kilo

Caqui  =  900 colones/kilo

Coco  =  500 colones por unidad

Frambuesas  =  1000 colones/kilo

*Fresas  =  2000 colones/kilo

*Limones  =  60 colones por unidad

*Mamón chino  =  1000/kilo

*Mango  =  900 colones/kilo

*Manzanas  =  200 colones por unidad

Melocotón / Durazno  =  200 colones por unidad

*Melón  =  900 colones/kilo

*Naranjas  =  320 colones/kilo

*Papaya  =  350 colones/kilo

Pera  =  200 colones por unidad

*Piña  =  600 colones por unidad

Pomelo  =  320 colones/kilo

*Sandía  =  400 colones/kilo

*Uvas  =  2000 colones/kilo

 

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