LSC S1:At the market

Introduction
At the market In this chapter you will listen to recordings, hold conversations and write about a visit made to the market, and use the language in advertisements. You will examine why different markets are important to the communities living around them. You will also learn how to attract people to markets.

Discover and explore local markets and their benefit What exactly happens at markets? How do they benefit communities?

Citizenship

The people and activities you see at markets reflect different socio-economic challenges. The market
in many communities is usually central to their survival and key to their feeling of citizenship.

In this section, you will work with your classmates to learn the terminology that applies to markets and the goods bought and sold there. You will locate and describe local markets. You will share ideas about what happens at these markets. You will talk about the value of markets to people in your community. You will compare markets that you know of with others that you hear about.
You will need:
Access to a computer (if possible)
Access to sources of information, such as a library and the Internet.

Activity 4.1 Find out more about markets

1. Think about a local market that you have visited.
   a) First you will need to:
   . name the market

• mention when it opens
• say how long it is open on a normal working day.
  b) Make a note of:
• what is bought and sold
  . who buys
• who sells
  the price of goods
• smells, how things feel, what you hear and see.
  2. Report back to the class. Provide practical information, such as:
• where the market is
• when it is open
• what goods are sold there
• what kind of people are selling and buying.
  3. Share some interesting facts and things about the market, such as:
• what one can see, hear, touch and smell
  how busy the market usually is
• what everyone does
  how quickly or slowly things happen.

Activity 4.2 Write a description of a familiar market

1. Use the information you shared with your group in Activity 4.1 to write three paragraphs describing the market you have visited often.
2. Look up the definitions of these words and use them in your writing:
3. market, goods, seller, buyer, trader, vendor, sta// and market day.
4. Describe the market using the words from Question 2. Write what you liked about the market in the second paragraph. Write what you disliked in the third paragraph.
5. Take turns to read your descriptions to other learners so you all hear about
6. the different experiences.
7. After you have listened to all the descriptions, write down the name of the market that you thought was described the best. Then write a sentence saying why you chose it.

Activity 4.3 Identify goods and services at a market

1. Use the table to list 20 different products that people buy or sell at markets. Identify the sources of the different products, for example: farmer, factory or home. Examples have been provided for you.
2. Compare your lists of products with another group.

3. Make a list of three services that could be provided at markets.

4. look up these words: supermarket, shop, advantage and benefit.

5. Name ten goods or services that you can buy at markets, which may be ifficult to find in shops or supermarkets.
6. Name two goods or services that you would rather buy from a market than
from a shop or a supermarket. Explain your preference.
7. List two advantages of shopping at a market instead of a shop or supermarket.
8. Imagine that your younger brother or sister has shopped only at a supermarket and does not understand what a market is. Using what you have learnt, as well as information from books, the Internet and other sources, list five benefits of markets that you will explain to your sibling.

Activity 4.4 Describe the value of markets to your community

1. Look up the meanings of these words: background, dependence, lifestyle, livelihood, revenue and economy.
2. Recreate this table on a computer, or copy it into your exercise book.
3. Reflect on a market that you know well by completing the table. The first row has been completed for you as an example.

5. Use your table to discuss the economic value of the market to the community.
6. Write a letter to a friend who does not live in your area. Describe the economic value that the market brings to the community.

Activity 4.5 Discuss how to improve markets for the community

1. As a group, discuss and list all the needs of your community, for example, jobs, food and domestic products for residents, study tours by schools, etc.
2. Now, work with a partner. Agree which of the community’s needs are satisfied by the market you studied in Activity 4.4 and which are not.
3. Write a paragraph for the local council chairperson suggesting improvements to the market. Remember the main purpose of improvements must be to make the market serve the community better.
4. Use the Internet to research markets in Uganda and elsewhere in the world. Find out what goods and services they provide. How do they benefit individuals and communities?

Market talk

Do you agree that we can often learn a great deal simply by listening to the conversations of others? Why do you think so? When we listen, we learn how to say things and what is appropriate to say. In this section, you will practise using appropriate vocabulary, tenses and sentences to talk and write
about the similarities and differences between markets and supermarkets.

You will need:
Access to a computer (if possible).

Activity 4.6 Listen and answer questions about market talk

1. Look up the meaning of bargain. Tell a partner how you might get a good bargain at a market.
2. Discuss the language that people use when bargaining at markets.
3. Read the dialogue. As you read, identify all the signs that indicate that:
   Kasande is a regular customer at Mrs Batte’s stall.
   Mrs Batte knows Kasande quite well.

4.Use the information in the dialogue to answer the questions.
a) How did bargaining benefit Kasande?
b) How did Mrs Batte finally strike a fair deal for herself?
c) What else did Mrs Batte do to make sure that Kasande was pleased with his purchase?
d) Is Mrs Batte like or unlike a seller you have interacted with at a market?
Explain how.
5. Read the dialogue together. One of you can play the role of Kasande, and the other plays the role of Mrs Batte. Try to read with expression.
6. Imagine you are buying some products at your favourite market. Write two wh-questions and three open-ended questions that you might ask stallholder.

Activity 4.7 Summarise information
1. When you shop, it is important to be able to bargain in order to get good
prices. Think of the times you have bargained at a market. Write what you did to get a good price.
2. Read the conversation between Kasande and Mrs Batte again. As you read, note the reasons why Kasande would not pay 9,000 shillings for a bunch of bananas.
3. Apart from a good price for the bananas, Kasande also got two oranges as art of his bargain. Suggest why Mrs Batte offered him the oranges.
4. Based on the information you have gathered, write a summary of why it is a good idea to bargain for the best price.

Activity 4.8 Extract information from a dialogue at the market

1. Find and note the meanings of these words: responsibility, duty, obligation, tax and beneficiary.
2. Take turns to listen and watch as a pair acts a dialogue between a tax collector and a trader at the Kalanda market. Note:

• what the collected taxes are for
• what documents are used
  the trader’s reactions
• any other important details about taxes in this interaction.

3. Based on the information in the conversation on the previous page, discuss and explain to each other:
a) Who is responsible for collecting taxes at a market?
b) Who pays taxes at a market?
c) What the taxes are used for?
d) What social services do the traders get
at this market?
Write a notice for traders to ensure that they:

• understand the importance of supporting the social services provided at the market
  pay their taxes on time.

Activity 4.9 Organize and compare information
1.Think of a supermarket or a market you have visited. Make clear notes about:

• what products are sold and how they are arranged
  how shoppers find what they want
  how customers behave
• what the employees do
  the relationship between the staff and the customers.
• 2.Use the table to compare a supermarket and a market. Complete the columns using the notes you made earlier in this chapter. If you don’t have access to a computer, copy and complete the table in your neatest hand writing

Write a summary comparing markets and supermarkets. Use point form.

Activity 4.10 Write about your preferences
1.Identify which group members prefer to shop at a market and who prefers the supermarket.
2. Each group member must think about at least four reasons for their preference. Make sure that these involve products and services.
3. Share your reasons. For example: I prefer shopping at the market because I can always get my choice of fresh vegetables.
4. Decide who has the best reasons for their preference.
5. Write all the reasons on a poster in two lists with the headings: We prefer the market and We prefer the supermarket. Present the list for your classmates to read.

Discuss work, skills and new developments

During your observations at markets and supermarkets, you must have noticed the different work people do in these places. In this section, you will compare the work and skills needed in markets and supermarkets. You will also discover, analyse, explain and apply ideas to write a letter. You will learn how you can use language to attract others to a market. You will need:

Access to a computer (if possible).

Activity 4.11 Compare work and skills at markets and supermarkets

1. You have compared what happens in markets and supermarkets. No hare ideas about the work done and skills needed by the people who work in these places. Use the table to write your ideas:

2. Imagine that your friend is looking for a job. There are various possibilities at both markets and supermarkets. Write three paragraphs explaining the skills needed, advantages and disadvantages, and reasons for working at a market or supermarket.

Activity 4.12 Use vocabulary and tenses related to market scenarios

1. Write a description of the market for tourists who have never visited one before. Using the verb to be and the simple present tense, write:

• four or five sentences about what you are likely to see when you arrive
  at the market. For example:
  The market is full of busy people.
  Some shoppers enter as others leave.
  You hear men and women calling out offers.
• four or five sentences with adjectives to describe what makes the
  market attractive. For example:
  The fruit and vegetables are fresh and smell delicious.
  The stalls are colourful.
  The butchers’ stalls are clean.
• a few sentences about how to bargain in order to buy somethinq.

2. imagine you are a councillor on the local council of your sub-county. Write a list of ten practices that local leaders should enforce at markets to make them attractive for workers and shoppers.
3. Take turns to read a partner’s notes. Underline all the nouns you recognise.
Refer to Chapter 1 for a reminder on plurals.
Write plural forms for the underlined nouns
in the following sentences:
a) The stallholder wore an apron.
Hint:
You may need to rewrite
some of the sentences.
b) They always buy their food at the market.
c) That is the trader who supplies cabbage, truj_t and maize at Kalanda Market.
d) I hope to buy some fresh bread at the uakery.
e) I prefer to buy my milk at the dairy.
f) The butcher delivered a lot of fresh beef.
g) Remember to buy some QI! when you go shopping.
h) He bought that paper at the supermarket.
4. Role-play a market scene. Your group needs to consist of three store holders and three tourists visiting your market. The store holders need to sell similar items. The tourists have a limited amount of money, so they need to be careful with their buys.
Decide within your group which role you would like to play.
Come up with suitable dialogue according to your role.
As a store holder, you need to attract the tourists by describing your
items so that they will want to buy them.
As tourists, haggle or barter with the store holders to get the best buys.
As a tourist walking away, show your audience how happy you are with your buys.
As store holders, show annoyance if you weren’t successful in your dealing.
Each role-play should not be less than five minutes Iong

Activity 4.13 Explore developments and improvements at the market

1. Think about your favourite market again. Identify at least three exciting new things you noticed at the market when you were last there. These might be products, services, activities, people or objects such as signboards. Make notes about:

• who introduced these new things or why they were introduced the workers and customers’ reactions to the new things.

1. Now use the verb to be and the past tense to describe what you saw, for example: There was a new gate at the entrance. A1/ the stalls were numbered. I saw that two tax collectors issued receipts to market workers.
2. Write three sentences about the different new things that you saw. This time show that these objects, products or services were not available at the market before, for example: A security check has been built at the market entrance. Canopies have been built over the vegetable stalls. New signs have been put up.

Activity 4.14 Discover, analyse and explain ideas

1. Imagine that you have a friend whose family runs a market stall. This friend lives in another town. You know your friend will be interested to hear about new developments at your local market.
2. Use a mind map to make a note of the developments that you wish to tell your friend about, for example, what they are, why they were introduced and how people have reacted to them.
3. List questions that you want to ask about developments at your friend’s market, for example: What new things are there at your market? How do they benefit you? Which is the most exciting?

Activity 4.15 Apply ideas to write a letter to a friend

3. Using the ideas you wrote on your mind map and the correct format, plan and write a draft letter to your friend. Remember to communicate news about
   your favourite market and ask your friend about new developments at theirs.
4. Now, exchange your draft with your partner. Comment on the following:
   . Is the letter interesting? Will the reader be excited to read it because it contains real news?
   Are there enough ideas for the letter to be worth sending? Does the writer paint a clear picture for the reader? Will the reader be able to imagine the sights, sounds, smells, tastes and textures of things at the market?
   Are the ideas well organised? Do they follow each other and make logical sense?
   Does the writer use nouns and verbs that are related to markets, and to
   buying and selling?
   5. Write down and explain your comments to help your partner improve their letter.
   6. Take your draft letter back. Change or correct the things you think will improve it.
   7. Use a computer to type out your If you do not have access to one, use your neatest handwriting. Check your letter for any mistakes, including tenses, spelling and punctuation. Correct them, if you have any.
   8. If possible, print the letter or e-mail it to your teacher for marking.

Advertise products and services

Look at advertisements for products and services that interest you. What makes the advertisements
appealing? Is what they say about the product or service accurate and true?
In this section, you will discuss,
interpret and investigate advertising. You will critique spoken and written advertisements. You will look closely at the language used, and its effect on the reader. You will also work with classmates to write and evaluate advertisements for various products and services.

You will need:
A collection of different advertisements and other promotional material, such as flyers, pictures of billboards and notices An advertisement for a book or novel.

Activity 4.16 Identify and analyse advertisements

1. Use your dictionary to learn about these words and use them in sentences: advertisement, notice, announcement and broadcast. Write your sentences.
2. Discuss and identify three reasons why people advertise products and services.
3. Make a list of five different ways or channels that people publicise or broadcast advertisements. Decide why people choose to advertise through these channels.
4. Use the information you discussed as a group. Work alone to write a short
   paragraph about the importance of both oral and print channels for advertising goods and services.
5. Join your group again. Each person will have chosen and noted an advertisement from one of these sources:

• magazine
  . notice board
  radio
  flyers
  billboard
  television.

6. Share your advertisement, either as a picture or audio or visual recording on your mobile phone.
7. Show it to your group. Discuss what made you choose this advertisement.
8. Together, analyse your advertisements by answering these questions.
   a) What is being advertised?
   b) Where can the product or service be found?
   c) How much does the product or service cost?
   d) Who is promoting or selling the product or service?
   e) Why should people buy the product or service?
   f) How can the seller or promoter be contacted or reached?
9. If you cannot find an answer to some of the questions, discuss what other information could help you decide whether or not to buy the product or service. Where could you find this information?

Activity 4.17 Examine and evaluate advertisements

1. Use a dictionary to find the meaning of the words persuade, effect and appeal.
2. Refer to the adverts that you discussed with your group in Activity 4.16.
   a) Study the length of the adverts. Count the number of words used to
   identify the shortest and the longest advertisements.
   b) Decide whether the shortest or the longest advertisement is more effective. Explain why.
   c) Make a list of all the adjectives in the advertisements.
3. Identify the adjectives that are used to persuade you to buy the product or service.
4. Answer these questions.
   a) What colours, shapes, sizes and other pictures do the adjectives paint for me?
   b) What sounds do I hear because of the adjectives?
   c) What effect do all the different images have on me?
5. Your answers should help you to identify the two most persuasive advertisements. Choose at least three reasons to support your choices.
6. Now, select the advertisement you find most persuasive. Write a paragraph listing five reasons for your choice. Remember to refer to the discussions you had earlier on the length of advertisements, answers to the important wh-questions, use of adjectives, effectiveness of images and
   other persuasive features.

1. Work with a partner to identify a product or service that you want to advertise.
   This should be something that you like using or believe in because of its
   quality and/or the value you get from it. Discuss and decide:

• what its most attractive and appealing features are
  how it benefits the user
• why someone should choose to use it.

2. Plan words and images for your advertisement. Use a mind map to help you. Be sure to include spects that you know make a advertisement, for example

• colourful adjectives that paint a picture for the reader
• images that appeal to the senses
  persuasive language
• not too many words
• answers to the important wh-questions.
  3. Draft your advertisement by writing down your chosen words and adding images.
  4. Exchange your advertisement with another pair.
  5. Carefully study the advertisement from another pair. Judge it according to the points you took into account when writing your own advertisement.
  6. Write comments to show the writers how they might improve it. Rewrite the final version of your advertisement. Incorporate the suggestions and improvements that your classmates gave you.
  8. Display all your advertisements.
  a) View the advertisements and decide which are the most persuasive.
  b) Make notes you can refer to later.
  c) Report your findings to the teacher. Give clear reasons for your choice.
  d) Your teacher will announce the three winning advertisements.

Activity 4.19 Promote a book

1. Share the advertisements for books that you collected.
2. Identify the key features of the advertisements by answering these questions.
   a) What is the title of the book?
   b) What kind of writing (genre) is it— a play, novel, poetry, short story?
   c) Who is the author? What other books has the author written?
   d) Who is the publisher? What kind of books do they usually publish?
   e) What is the book about? Where is it set, in time and place? Who are the main characters? What is the plot?
   What do reviewers say about it?

g) Who is its target audience, for example, age group, gender, occupation?
h) Is it a hard cover, paperback or e-book?
i) Where can one buy it?
j) How much does it cost?
k) What does the picture in the advertisement show?
3. Continue to work as a group. Select a novel you have enjoyed or found interesting. Draft an advertisement for the novel to persuade others in your age group to read it.
Use the key features you identified in the Question 2 to help you
construct your advertisement.
Choose adjectives that paint a picture.
Use persuasive language.
Find an appealing image to use. If you have access to a camera, take a
picture and print it. If you do not, ask a good artist to draw it in colour.
4. Exchange drafts with another group.
5. Read the other group’s advertisement and check that it includes the key features of a book advertisement and a persuasive summary of the characters and plot.
6. Write down all your suggestions for improvement.
7. Read all the other group’s suggestions about how to improve your advertisement. Agree how to incorporate this advice.
8. Write a final version of your advertisement.
9. Check your advertisement for errors and correct them.