Spanish Level 4- Face-to-Face Activities
🏋 Spanish Level 4, Activity 04 : Health and Wellbeing/ El bienestar es primero (Face-To-Face)
Description: In this activity, students will talk about their personal preferences, in particular, their favorite sports and exercises. They will practice how to appropriately plan an activity for others through asking questions and planning accordingly.
Semantic Topics: sports, activities, planning, daily activities, preferences, deportes, actividades, preferencias, ejercicio
Grammatical Structures: Subjunctive, el subjuntivo
Products: Popular sports in Latin America
Practices: How people stay active and healthy using sports
Perspectives: What is the role of sports in other cultures?
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
- Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
Idaho Content Standards for World Languages:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements:
- I can talk about healthy habits, like eating, sleeping routines, and exercising
- I can give advice to someone on how to better their well-being based on the problems they have shared
Materials Needed:
Warm-Up
- Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Needed” to each student.
Hoy, vamos a charlar sobre los deportes y el ejercicio y como planear para un amigo. - Students will get into pairs and discuss their answers to the following warm-up questions:
“¿Cuáles son los beneficios de hacer ejercicio?” (What are the benefits of exercising?)
“¿Por qué lo hacen?” (Why do you exercise?)
“¿A dónde vas para hacer ejercicio?” (Where do you exercise?) “¿Con qué frecuencia haces ejercicio?” (How frequently do you exercise?)
Main Activity
- Put the students into pairs. One person will be a personal trainer the other will be an athlete. The trainer should ask the athlete questions. The athlete should tell the trainer their goals and purpose for training.
Vamos a trabajar en parejas. Una persona es la atleta, y la otra persona es el entrenador personal. El entrenador debe hacer preguntas sobre las metas de la atleta. La atleta debe decir al entrenador sus metas. - Write the following on the board to aid conversation:
Entrenador: Pregunta a la atleta de sus metas atléticas y preferencias // Atleta: Responder con información de sus metas atléticas y preferencias - Give students examples of questions to ask.
Puedes preguntar, “¿Para qué quieres entrenar?” o “Que tipo de ejercicios te gustan?” o “¿Qué tipo de comida te gusta? ¿Y no te gusta?” - The trainer should make a general workout routine for their athlete based on the information. They should also make a diet for the athlete to follow.
El entrenador debe crear un plan de dieta y ejercicio para la atleta con la información proporcionada. - Have them switch roles and switch partners so they can practice being both the trainer and athlete.
Después, van a cambiar de papel y cambiar de compañero para practicar ambos lados.
Wrap up
- Ask the following questions and discuss as a class to finish the lab:
- ¿Cuánto tiempo haces ejercicio por semana? (How much do you exercise per week?)
- ¿Te consideras una persona saludable? (Do you consider yourself a healthy person?)
- ¿Cuál es tu ejercicio favorito? (What is your favorite exercise?)
- ¿Te gustan los deportes de otros países? ¿Cuáles? (Do you like sports from other countries? Which one(s)?)
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 talk about healthy habits, like eating, sleeping routines, and exercising
- I can give advice to someone on how to better their well-being based on the problems they have shared
CULTURAL NOTES:
- “10 deportes más jugados en latinoamérica”
- “Conoce los deportes en los que América Latina es número 1”
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)
