You’ll find two new word work puzzles in this file.
 1 I know these words backwards and forwards (CHRISTMAS) The end of every word in this circular puzzle is also the beginning of a new word. The words embedded in the puzzle are: 1 rejoice 2 celebration 3 Noel 4 list 5 stocking 6 gift 7 trim 8 imagine 9 newborn 10 ornament 11 tree 12 eggnog 13 gingerbread 14 advent 15 tinsel 16 elves 17 sleigh 18 holly 19 yuletide 20 decorate 21 eating 22 guest 23 star 24 reindeer 2. Broken Words! (A CHRISTMAS word puzzle) In this virtual race, players have to reconstitute and recopy words that have been broken into syllables and scattered over the game grid. The words embedded in this puzzle are: 1 chimney 2 stable 3 magi 4 angel 5 holly 6 stocking 7 advent 8 carol 9 manger 10 tinsel 11 infant 12 present 13 joy N.B. Try before you buy. Be sure that these activities will be right for your students by downloading their free sister resources: I know these words backwards and forwards (THANKGIVING) at: https://www.tes.com/teaching-resource/i-know-these-words-backwards-and-forwards-thanksgiving-11424790 and Chopped Up Words (A Hallowe'en word puzzle) at: https://www.tes.com/teaching-resource/chopped-up-words-a-hallowe-en-word-puzzle-11407269

As students solve this MOTDOKU (SUDOKU) du SUBJONCTIF they inadvertently “write out” the following verbs. (Yes, it’s manipulative! Mea culpa.) 1 que je vienne 2 que je doive 3 que je prenne 4 que je voie 5 que je veuille 6 que je puisse 7 que j’aille 8 que je sache 9 que je fasse To be sure that this kind of activity is right for your students, download the free MOTDOKU du subjonctif (vouloir): https://www.tes.com/teaching-resource/le-sudoku-du-subjonctif-vouloir-6160677

IMHO, the old-fashioned practice of writing out conjugations for verb mastery still works academic wonders. But it is a much maligned approach so I’m always looking for ways to camouflage it as fun. This “MOTDOKU (sudoku) du subjonctif" is a review of the formation of the present subjunctive of DEVOIR dressed up as a sudoku puzzle. To be sure that it’s the kind of thing you want, download the free MOTDOKU du subjonctif (vouloir): https://www.tes.com/teaching-resource/le-sudoku-du-subjonctif-vouloir-6160677

Originally designed for Modern Language classes, “Where are my Christmas gifts?” is a virtual scavenger hunt that encourages even reluctant students to participate enthusiastically in class. It works well as a full class and as a small group activity. You’ll be astonished to experience the phenomenon of an entire class listening “actively” because no one wants to waste a guess choosing a square from which the gift has already been claimed. After the oral treasure hunt, you can create an instant written assignment by assigning a handful of co-ordinates. I’ve included answer keys for the present and the future tenses but “Where are my Christmas gifts?” works well for almost all verb tenses. Please note that there are two versions of the game to accommodate those who know that the name of the one and only jolly old elf is “Father Christmas” . . . or “Santa Claus”. If you’d like more resources on this theme, just type “Christmas” into the search window of my shop: https://www.tes.com/teaching-resources/shop/Carlav

Thanks to Diana Martínez, a brilliant young colleague from Mexico, here is a ¡Busquemos el tesoro escondido! game that concentrates on verbs like gustar. This resource works both as a teacher-directed activity and as a small group game. Even reluctant learners will be motivated to listen carefully and the promise of “treasure” generates enthusiastic oral participation as well. After the oral treasure hunt, assign a handful of co-ordinates for instant written conjugation practice. The answer keys are in the present and past tenses but the game can be played in virtually every verb tense. Please note that we have opted to use Mexican Spanish wherever possible. To see if this activity is right for your students, download its free sister resource, ¡Busquemos el tesoro escondido! (AR-ending verbs) https://www.tes.com/teaching-resource/-busquemos-el-tesoro-escondido-ar-ending-verbs-2-0-11522811

Thanks to Diana Martínez, a brilliant young colleague from Mexico, here is the second Spanish game in the ¡Busquemos el tesoro escondido! series. The focus in ¿Dónde están mis regalos de navidad? is self-explanatory. This resource works both as a teacher-directed activity and as a small group game. Even reluctant learners will be motivated to listen carefully and the promise of “treasure” always generates enthusiastic oral participation. After the oral treasure hunt, assign a handful of co-ordinates for instant written conjugation practice. The answer keys are in thebpresent and future tenses but the game can be played in virtually every verb tense. We have used Mexican Spanish wherever possible. To see if this activity is right for your students, please download this free sister resource, ¡Busquemos el tesoro escondido! (AR-ending verbs): https://www.tes.com/teaching-resource/-busquemos-el-tesoro-escondido-ar-ending-verbs-2-0-11522811

Let’s get to the bottom (or top) of LES EXPRESSIONS FAIRE is a competitive, repetitive game that will help your students to listen “actively” and to familiarise themselves with “les expressions faire” through the process of osmosis. There are three games in this file. To be sure that this activity is right for your class, try the free resource, Let’s get to the bottom (or top) of LES EXPRESSIONS AVOIR: https://www.tes.com/teaching-resource/let-s-get-to-the-bottom-of-les-expressions-avoir-6451763 Here are three sample sentences from Let’s get to the bottom (or top) of LES EXPRESSIONS FAIRE: • “Chez moi, c’est le bonhomme Pillsbury qui fait les biscuits!” avoue Mary Berry. • Elle est rentrée après son couvre-feu et ses parents en ont fait tout un drame. • Hamilton est une pièce musicale qui fait un tabac en ce moment!

Thanks to Diana Martínez, a brilliant young colleague from Mexico, here is a ¡Busquemos el tesoro escondido! game that concentrates on the VERBOS REGULARES, AR, ER e IR. This resource works both as a teacher-directed activity and as a small group game. Even reluctant learners will be motivated to listen carefully and the promise of “treasure” generates enthusiastic oral participation as well. After the oral treasure hunt, assign a handful of co-ordinates for instant written conjugation practice. The answer keys are in the present and past tenses but the game can be played in virtually every verb tense. Please note that we have opted to use Mexican Spanish wherever possible. To see if this activity is right for your students, download the free resource, ¡Busquemos el tesoro escondido! (AR-ending verbs) https://www.tes.com/teaching-resource/-busquemos-el-tesoro-escondido-ar-ending-verbs-2-0-11522811

This is a co-operative activity designed for readers who have studied The Little Prince in English. Students are asked to match the text on the edges of the 11 triangles to answer and complete the following Q and A and quotes from the text. I have included a second version of the puzzle based on a freer translation of the original work. What does the narrator of The Little Prince do for a living? • He’s a pilot. When one wishes to play the wit, • he sometimes wanders a little from the truth. According to the fox, it is only with the heart that one can see rightly; • what is essential is invisible to the eye. But I have made him my friend, and now he is… • unique in all the world. My Drawing Number One. It looked like this: • (illustration of a hat) You become responsible, forever, for • what you tame If you tame me, then… we shall need each other. Who helps the Little Prince return to his planet? The snake A Turkish astronomer had presented his discovery to the International Astronomical Congress. • But he was in Turkish costume so nobody would believe what he said. Draw me… • a sheep! How did the Little Prince leave his planet? • With the help of a flock of wild birds.

IMHO, the old-fashioned practice of writing out vocabulary for mastery still works academic wonders. But it is a much maligned approach so I’m always looking for ways to camouflage it as fun. As students solve these 3 MOTDOKUS (word sudokus) they will inadvertently “write out” the 15 “expressions avoir” listed below: to be thirsty - avoir soif to be hungry - avoir faim to be cold - avoir froid to be hot - avoir chaud to be wrong - avoir tort to be right - avoir raison to be sick - avoir mal to be x years old - avoir x ans to need - avoir besoin de to be ashamed - avoir honte to be sleepy - avoir sommeil to be afraid - avoir peur to have the giggles - avoir le fou rire to be lucky - avoir de la chance to feel like, to want - avoir envie de To see if MOTDOKU6? games are right for your students, try the free MOTDOKU6 (Noël) resource: https://www.tes.com/teaching-resource/motdoku6-no-l-11448787

Traditional Taboo® has always been a wonderful classroom tool. DIRE OU INTERDIRE?POUR LA SAINT-VALENTIN is a themed variation of the game that can be played in two very different ways. If your students are confident and articulate, have them play DIRE OU INTERDIRE? following traditional Taboo® rules. If, however, you have students who are uncomfortable giving clues, turn the rules upside down. Tell them to use some or all of the words beneath the pink and white banner in their descriptions! This topsy-turvy approach encourages and empowers everyone to participate. You won’t believe what a positive game-changer it is. This file includes 36 “Valentine” cards about friendship, relationships and love as well as a template for students to make their own DIRE OU INTERDIRE? deck.

“OÙ SONT LES TRÉSORS CACHÉS? (La Saint-Valentin)” is a French verb conjugation game that will work well as a full-class, teacher-directed game and as a small-group activity. You’ll find that even reluctant learners will be motivated to listen carefully to hear which squares have already been “played” by their classmates. And the promise of “treasure” tends to generate enthusiastic oral participation as well. After the fun of the oral treasure hunt, you can assign co-ordinates to create an instant written assignment to reinforce the correct spelling of the verb endings. I’ve provided an answer key for le présent, le passé composé, le futur simple, le conditionnel présent & le plus-que parfait. However, the game can be played in all verb tenses. To be sure that “Où sont les trésors cachés? (La Saint-Valentin)” is right for your students, download the free resource, “Où sont les trésors cachés? (Les verbes ER): https://www.tes.com/teaching-resource/o-sont-les-tr-sors-cach-s-les-verbes-er-6438862

Because it's hard to find big, bright, text-rich, French motivational stickers, I have designed about fifty “reward cards” to encourage and congratulate my students. My kids like them and I like being able to update them as needed. Many sincere thanks to my (much) younger colleague, who gently suggested that I move into this millennium and label this file as “brag tags”! HOW I USE THEM 1) AS COLLECTIBLES They work as little giveaway rewards for good effort. (I’m from Canada, hockey trading card country. The best compliment I ever got was when one of my boys announced that he was trying to collect the “whole set”!) 2) AS CURRENCY Students may trade in 10 cards for a package of gum or a dollar store /pound shop gift. 3) As a “bon point” incentive A bon point is redeemable for “1 mark on our next test”. Even high school kids love this little card trick. If you go this route, reserve two or three styles (for example, the “vachement bien” and the “de quoi être fier /fière” cards) as the bon point cards.

These printable games are self-correcting activities designed to help beginners master the verb endings for RE and IR verbs in the present tense. To see if these games are right for your students, download the free resource, GET THE PICTURE? (Le présent des verbes ER): https://www.tes.com/teaching-resource/get-the-picture-le-pr-sent-des-verbes-er-a-self-correcting-learning-activity-11342123

In this small-group activity, Fate (the dice) will determine which Christmas character or icon your students will describe. A relaxed way to encourage students to use their best descriptive skills. If you'd like to extend the lesson to written work, just assign any dice coordinates (ie: •• x •••• or •••• x •) To see if “Express Yourself! (Christmas)” is right for your students, download the free resource, “Express Yourself! (Clothing): https://www.tes.com/teaching-resource/express-yourself-clothing-11459227 I've included PDF and PPT formats.

Originally designed as a Modern Language tool, this virtual scavenger hunt encourages even students who are usually reluctant to participate in class to jump right in and to speak in full sentences. You’ll experience the phenomenon of an entire class listening “actively” because no one wants to waste a guess choosing a square from which the gift has already been claimed. After the oral treasure hunt, assign a handful of co-ordinates for an instant written assignment that will reinforce verb conjugations and vocabulary acquisition. “Where are my Valentine’s gifts?” has been designed to review virtually any tense. I have appended answer keys for four of them: the present, the simple past, the simple future and the conditional perfect.

YOU DON’T SAY! is a themed variation of Taboo® that can be played in two very different ways. If your students are confident and articulate, they can play YOU DON’T SAY! following traditional Taboo® rules. If, however, you have students who are uncomfortable giving clues, turn the rules upside down. Tell them to use some or all of the words beneath the pink and white banner in their descriptions! This topsy-turvy approach encourages and empowers everyone to participate. You won’t believe what a positive game-changer it is. This file includes 40 “Valentine” cards about friendship, relationships and love. I’ve also appended a template for students to make their own YOU DON’T SAY! deck.

After you’ve introduced LE SUBJONCTIF, here’s an active listening game that will have all your students participating enthusiastically. “LET’S GET TO THE BOTTOM (OR TOP) OF LE SUBJONCTIF” works bilingually and in the target language only. And, thanks to its competitive and repetitive elements, your students will pick up many of the key expressions through the process of osmosis. To be sure that “LET’S GET TO THE BOTTOM (OR TOP) OF LE SUBJONCTIF” is the right kind of activity for your students, try the free sister resource,“LET’S GET TO THE BOTTOM (OR TOP) OF LES EXPRESSIONS AVOIR”: https://www.tes.com/teaching-resources/dashboard/resource-management/uploads

To generate “rien que du blabla” in the target language, try using chatterboxes. These two cocottes en papier offer your students relaxed starting points for discussing their “tâches ménagères”. The “all text” cocotte gives students the security of choosing from a number of pre-fabricated answers. The less prescriptive, illustrated cocotte uses visual prompts to guide their answers. An “ALL TEXT” cocotte sample: Question: Quelle tâche ménagère dois-tu faire tous les jours? Choix de réponses • Je dois faire mon lit. • Je dois nourrir le chien et le chat. • Je dois vider le lave-vaisselle. An ILLUSTRATED cocotte sample: Question: “Quelle tâche ménagère fais-tu chaque matin?” The picture of a bed will prompt answers like, “Je fais mon lit chaque matin.” A short “tâches ménagères” exercise is also included.

When students match the sentence fragments printed on the edges of the triangles, they will reconstitute the 25 Easter facts and “sculpt” the Easter Bunny’s head. Although designed as a co-operative activity, the EASTER TRIANGLE puzzle also works well as an enrichment task for individual students. Here are 7 of the 25 Easter facts embedded in this puzzle: • Monks made the first pretzels for Lent. They shaped them like arms crossed in prayer! • A baby rabbit is a “kitten” or a “kit”. • This is a moai: (image) a giant Easter Island sculpture. • The Tooth Fairy and the Easter Bunny are imaginary characters. • In the movie, HOP, the Easter Bunny’s son wants to leave the family business to drum in a rock band. • North Americans eat 90 million chocolate bunnies every year! • A Ukrainian Easter egg decorated with intricate traditional folk designs is called a “pysanka”.