Spanish Level 4, Activity 04: Vamos al gimnasio / We’re going to the gym (Face-To-Face)

Created Feb. 7, 2024 by Amber Hoye, Abby Cain, Alejandra Garcia, Sue Juarez, Mardy Morales, Borja Aguilera, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

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The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

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    • Once finished with your changes, please complete the following steps to share:
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    • Who Has Access
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  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Vamos al gimnasio / We're going to the gym Intermediate Mid

Description:

In this activity, students will chat about familiar situations and daily activities. Students will chat about their personal preferences, in particular, their favorite sports. They will practice how to appropriately plan for others through asking and planning according to their questions. 

Proficiency Level:

Intermediate Low

Keywords:

sports, activities, planning, daily activities, preferences 

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.
  • Standard 2.2 Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic culture.

Idaho StateWorld Language Standards:

  • 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.
  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can use the language to meet my basic needs in familiar situations 
  • I can talk about my daily activities and personal preferences
  • I can talk about my favorite sports
  • I can compare popular sports from my country with popular sports in Spanish speaking countries

Materials Needed:


Download: Cards

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

- Cards (Canva Template, free account required) 



Warm-up

1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Needed"to each student. 

“Today, we are going to chat about familiar situations and daily activities. We will chat about our personal preferences and favorite sports. We will also decide how to appropriately plan for others."  

2. Students will get into pairs and discuss their answers:

“¿Cuáles son los beneficios de hacer ejercicio?” 
“¿Por qué lo hacen?” 
“¿A dónde vas para hacer ejercicio?” 
“¿Con qué frecuencia haces ejercicio?” 

Main Activity

1. Put the students into pairs. One person will be a personal trainer the other will be an athlete. The athlete should tell the trainer their goals and purpose for training. 

Write the following on the board to help guide the conversation:
La persona que es atleta va a decirle al entrenador cuáles son sus metas y su propósito para entrenar. 

2. Students will answer the following questions, Use this model for an example:

        1. What do they want to train for:
            1. “¿Para qué quieres entrenar?” 
Possible responses: a marathon, triathlon, football tryouts, general health, MMA fight.... un maratón, un triatlón, pruebas para fútbol (o algún otro equipo), salud general (bienestar), luchar de MMA (artes marciales mixtas) 
        2. What exercises do the athletes like? 
            2. “¿Cuál es el ejercicio que más les gusta a los atletas? ¿Cuál no les gusta?” 
        3. What do the athletes like to eat?
            3. “¿Qué tipo de comida y cuántas calorías deben comer los atletas?”

3. The trainer should make a general work out routine for their athlete based on the information. They should also make a diet for the athlete to follow. They should also make a diet for the athlete to follow. Write the following on the board to help guide the conversation:
 
4. Have them switch roles and switch partners so they can practice being both the trainer and athlete.
    1. Ahora van a cambiar de papel y cambiar de compañero para practicar ambos lados 

Wrap-up

Ask the following questions to finish the lab:

1. ¿Cuánto tiempo haces ejercicio por semana?
2. ¿Te consideras una persona saludable?
3.  ¿Cuál es tu ejercicio favorito?
4. ¿Te gustan los deportes de otros países? ¿Cuáles?

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!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • I can use the language to meet my basic needs in familiar situations 
  • I can talk about my daily activities and personal preferences
  • I can talk about my favorite sports
  • I can compare popular sports from my country with popular sports in Spanish speaking countries


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