Spanish Level 2- Face-to-Face Activities

💵 Spanish Level 2, Activity 03: El arte de regatear / The Art of Bartering (Face-to-Face)

Photo of a streetmarket
Photo by Ricardo Esquivel via Pexels
Description: In this activity, students will practice asking for the cost of something and purchasing items. Students will also be exposed to the concept of bartering as well as how to barter with a vendor. This activity will teach students more about questions, prices, money, numbers, and items that are frequently purchased.
Semantic Topics: Price, money, cost, store, barter, purchase, sell, vendor, precio, dinero, cuesta, tienda, regatear, comprar, vender, vendedor
Grammatical Structures: Numbers, direct object pronouns, indirect object pronouns, preterite tense, números, los pronombres de objetos directos, los pronombres de objetos indirectos, el pretérito
Products: Barters, deals
Practices: How to barter at markets in Spanish-speaking countries
Perspectives: The art and culture of bartering within Spanish-speaking countries

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 2.1 – Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
  • Standard 4.2 – Students demonstrate an understanding of the concept of culture through comparisons between Hispanic cultures and their own.

Idaho State Content Standards:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • CLTR 1.1 – Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture
  • CLTR 1.3 – Function appropriately in diverse contexts within the target culture.
  • CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.

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

Materials Needed:

Optionals Physical Materials

Would you like to make changes to the materials? Access the template(s) below:


  1. Begin by introducing the Can-Dos for today’s activity. Display the Google Slideshow on the Projector.
    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 pesos. El vendedor puede responder, “Puedo darte el objeto por 75 pesos” y demás.
  2. In the Google Slideshow, there are various clips 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 cómo les gusta regatear.” Presten atención a las frases útiles.
  5. The next clip has a vendor talking about bartering and whether it benefits him or not. After the clip, ask students what happens when people barter with the vendor.
    En este último clip, el vendedor va a charlar sobre el acto de regatear. ¿Qué pasa con el vendedor cuando alguien regatea? (Recibe menos dinero, pero todavía gana un poco).
  6. Click to the next slide, which provides students with useful phrases for bartering.
    En esta diapositiva hay algunas frases útiles que pueden usar para regatear.
  7. Now you will do a short bartering practice with students. The example involves the selling of handmade, traditional Mexican skulls. Welcome your students to your imaginary vendor stall.
    ¡Ahora vamos a practicar el arte de regatear! ¡Hola y bienvenidos a mi puesto! Vendo calaveras muy bonitas. ¿Quieren comprar una calavera?
  8. Students should pretend that they are interested in buying an item.
    Estudiante: “¡Sí!” Instructor/a: “¡Perfecto! ¿Qué calavera quieres?”
  9. Students will ask how much the item costs. You (the vendor) would say a very high and unrealistic price.
    “Estudiante: ¿Cuánto cuesta? // Instructor/a: “¡Cuesta _$______!”
  10. Students should use the useful phrases the instructor went over with them on the slideshow. The instructor can return to the slide that has all of them to help guide students. Once a deal is made at a lower price, seal the deal (hecho).
    Ahora vas a regatear el precio.

Main Activity

Materials needed for main activity:

  1. Put students into two groups, one group will be the vendors and the other group will be the customers.
    Vamos a tener dos grupos. Un grupo van a ser los clientes y el otro los vendedores.
  2. Pass out $100 of funny money to every customer and vendor. Have students scan the QR cards in the presentation or pass out a situation card to each customer, and pass out various object cards to each vendor if using physical materials.
    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 él/ella.
  3. The presentation will have useful phrases for the students who are playing customers. The goal for them is to try to barter the price of their items.
    Hay frases útiles en la diapositiva. Los clientes deben regatear con los vendedores.
  4. After students have sold a few items, have students switch roles (the vendors become the customers and the customers become the vendors).
    Después de vender algunas cosas, vamos a cambiar papeles.


  1. Ask students some of the following questions to finish the lab:
  • ¿Qué compraron en el mercado? (What did you buy in the market?)
  • ¿Cuál fue la cosa más cara? (What was the most expensive item?)
  • ¿Cuál fue la cosa más barata? (What was the cheapest item?)
  • Tienes la oportunidad de tener un puesto en el mercado al aire libre en Boise, ¿Qué quieres vender? (You have the opportunity of having a stall in the outdoor market in Boise, what do you want to sell?) 

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!


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

Cultural NOtes: 

How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)


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Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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