This game is a version of the I-Have-Who-Has game. It is designed to practice talking about the days of the week in Romanian and the adverbs today, yesterday, tomorrow. DIRECTIONS: Print the document one-sided, laminate and cut out the cards. Distribute all the cards randomly to the students. The ideal number of players is 3 (4 cards for each student), but it will also work with 2 to 6 players. For bigger classes, you might want to print several copies. Select a student to begin by reading his card out loud and then putting it down. The other students listen attentively to each question, answer it if they have the answer card and then they read the next question. The game is over when all the cards are down. It is a great game to practice the newly taught vocabulary, as well as reading and listening skills.

This game is a version of the I-Have-Who-Has game. It is designed to practice talking about the days of the week in Romanian and the adverbs today, yesterday, tomorrow. DIRECTIONS: Print the document one-sided, laminate and cut out the cards. Distribute all the cards randomly to the students. The ideal number of players is 3 (4 cards for each student), but it will also work with 2 to 6 players. For bigger classes, you might want to print several copies. Select a student to begin by reading his card out loud and then putting it down. The other students listen attentively to each question, answer it if they have the answer card and then they read the next question. The game is over when all the cards are down. It is a great game to practice the newly taught vocabulary, as well as reading and listening skills.

This is a simple board game designed to practice talking about activities at recess. There are two different versions. Version 1: Students express their likes and dislikes using Me encanta / Me gusta / No me gusta and the activity on the square they are on. Version 2: Kids make sentences with the adverbs nunca / siempre / a veces plus the activity on the square they are on to talk about what they usually do or don’t do at recess. INSTRUCTIONS Print on A3 paper or cardboard and laminate. You will need counters and dice. The students take turns to throw the dice and move the counters. On each square they fall, they must construct and say out loud the word that names the picture. If they fall on the goose, they must say the magic formula De oca a oca y tiro por que me toca, and then they can advance to the next goose and throw the dice a second time. If they fall on Vuelve a la salida, they must go back to the start. If they fall on Pierdes un turno, they must miss their next turn. The first player to get to* Llegada* wins. The ideal number of players is 2, so print as many copies as you need. If there are more than 4 players, the children will get bored waiting for their turn and they will not have enough speaking practice to make the activity meaningful from the point of view of language learning.

This is a simple board game designed to practice talking about farm animals what they give to us. There are two different versions. Version 1: Students name the farm animal in the square they fall on, e.g. "Es un cerdo. / Es una gallina. Version 2: Students make sentences with the name of the animal animal and what it gives us, e.g. “El cerdo da carne. / La gallina da huevos.” There is also a blank version for the students to fill in with words and/or drawing and create their own personalized board game. INSTRUCTIONS Print on A3 paper or cardboard and laminate. You will need counters and dice. The students take turns to throw the dice and move the counters. On each square they fall, they must construct and say out loud the word that names the picture. If they fall on the goose, they must say the magic formula “De oca a oca y tiro por que me toca”, and then they can advance to the next goose and throw the dice a second time. If they fall on Vuelve a la salida, they must go back to the start. If they fall on Pierdes un turno, they must miss their next turn. The first player to get to* Llegada* wins. The ideal number of players is 2, so print as many copies as you need. If there are more than 4 players, the children will get bored waiting for their turn and they will not have enough speaking practice to make the activity meaningful from the point of view of language learning.

This is a simple board game designed to practice talking about school objects and what we use them for. . There are two different versions. Version 1: Students name the animal in the square they fall on, e.g. "Es un lápiz. / Es una goma. Version 2: Students make sentences with the name of the animal animal and what it gives us, e.g. “El lápiz se usa para escribir. / La goma se usa para borrar.” There is also a blank versions for the students to fill in with words and/or drawings and create their own personalized board game. INSTRUCTIONS Print on A3 paper or cardboard and laminate. You will need counters and dice. The students take turns to throw the dice and move the counters. On each square they fall, they must construct and say out loud the word that names the picture. If they fall on the goose, they must say the magic formula “De oca a oca y tiro por que me toca”, and then they can advance to the next goose and throw the dice a second time. If they fall on Vuelve a la salida, they must go back to the start. If they fall on Pierdes un turno, they must miss their next turn. The first player to get to* Llegada* wins. The ideal number of players is 2, so print as many copies as you need. If there are more than 4 players, the children will get bored waiting for their turn and they will not have enough speaking practice to make the activity meaningful from the point of view of language learning.

This is a simple board game designed to practice asking and answering basic personality questions in Spanish. There are two different versions, one with prompts for the answers and the other one with the questions. Students must either read the prompts and fill in the missing information or ask the questions and give the answers, There is also a blank version for the students to fill in with questions / prompts and create their own personalized board game. INSTRUCTIONS Print on A3 paper or cardboard and laminate. You will need counters and dice. The students take turns to throw the dice and move the counters. If they fall on Vuelve a la salida, they must go back to the start. If they fall on Pierdes un turno, they must miss their next turn. The first player to get to* Llegada* wins. The ideal number of players is 2, so print as many copies as you need. If there are more than 4 players, the students will get bored waiting for their turn and they will not get enough speaking practice to make the activity meaningful from the point of view of language learning.

This is a simple board game designed to practice talking about toys and games. There are two different versions with different pictures. Students must name the toy in the square they fall on, e.g. “Es un avión. / Es una pelota.” There is also a blank version for the students to fill in with words and/or drawing and create their own personalized board game. INSTRUCTIONS Print on A3 paper or cardboard and laminate. You will need counters and dice. The students take turns to throw the dice and move the counters. On each square they fall, they must construct and say out loud the word that names the picture. If they fall on the goose, they must say the magic formula “De oca a oca y tiro por que me toca”, and then they can advance to the next goose and throw the dice a second time. If they fall on Vuelve a la salida, they must go back to the start. If they fall on Pierdes un turno, they must miss their next turn. The first player to get to* Llegada* wins. The ideal number of players is 2, so print as many copies as you need. If there are more than 4 players, the children will get bored waiting for their turn and they will not have enough speaking practice to make the activity meaningful from the point of view of language learning.

This worksheet is designed to practice reading and writing and the vocabulary and structures related to family members and pets. There are 8 pages of varied activities (matching, crossword, wordsearch, comprehension, drawing etc) that will help students improve their reading and writing skills.

This game is designed to practice asking about and describing jobs in Spanish. The vocabulary includes: - jobs and occupations in masculine and feminine - work places for all the jobs and occupations on the cards - actions (verbs) related to the jobs and occupations on the cards - the question ¿A qué se dedica? There are two documents. The first set contains a whole set made out of 36 cards, ideally for a group of 9 or 12 students. The second set contains the same cards split into 2 smaller sets of 18 cards, as indicated by the different colour of the card borders. These are ideal if you want to split the class into two groups of 3 or 6 students. After they play with one set, the groups swap and play with the other too. I-Have-Who-Has-Type of Game This is an easy-to-play game and a great way to practice essential language concepts with the whole class. As students match up the answers on their cards with questions on other students’ cards, they get valuable practice with vocabulary and listening skills. Directions: Cut out the cards along the dotted line and laminate. For bigger classes, you might want to print more copies. of each set. Give out all the cards in the set to the students. It is important to use all the cards. Choose a student to go first. I usually do that by a counting rhyme (for example, En la casa de Pinocho, solo cuentan hasta ocho, 1,2,3,4,5,6,7,8) Have the selected student read the question at the bottom of the card aloud and then put the card down. The student who has the card with the answer then reads that answer aloud. This student will then read the question at the bottom of their card and put the card down. Play continues in this fashion until all of the cards have been played. The game will end with the same student who started play. Every card in the set is connected to a card before it and a card after it. To keep the game moving at a quick pace, all students need to pay attention to every question that’s asked. I tell my younger students that this is a magic game and that the magic only works if you pay attention, which is actually true. The magic happens in the end, when the question on the last card actually matches the answer on the very first card.

This resource is designed to practice telling the time in Spanish and talking about every day of the week´s routine activities. This resource includes: 1 board game to practice the time (sharp, quarter past, half past, quarter to) 1 board game to practice the time (every five minutes) 1 board game to practice asking and answering about daily routines (What time do you wake up?) 1 board game to practice asking and answering about daily routines with the days of the week, parts of the day and time (*What do you do on Thursdays at three o´clock in the afternoon? * INSTRUCTIONS: Print each page one-sided on A3 paper/cardboard and laminate. To play the game you will need two dice and many counters. Set up centers with all four games and have students find a pair and play the games one by one. Set a limited number of times each student should throw the dice (for example 5), depending on how much time you have. Students earn one counter for each correct answer. When the students have played all the games, they count their counters to see who has the most . Students take turns to throw both dice. They read and answer the question that corresponds to the numbers on the dice (e.g.: where 1 and 6 meet on the grid).

This resource is designed to practice telling the time in Spanish and talking about every day of the week´s routine activities. This resource includes: 1 board game to practice the time (sharp, quarter past, half past, quarter to) 1 board game to practice the time (every five minutes) 1 board game to practice asking and answering about daily routines (What time do you wake up?) 1 board game to practice asking and answering about daily routines with the days of the week, parts of the day and time (*What do you do on a Thursdays at three o´clock in the afternoon? * INSTRUCTIONS: Print each page one-sided on A3 paper/cardboard and laminate. To play the game you will need two dice and many counters. Set up centers with all four games and have students find a pair and play the games one by one. Set a limited number of times each student should throw the dice (for example 5), depending on how much time you have. Students earn one counter for each correct answer. When the students have played all the games, they count their counters to see who has the most . Students take turns to throw both dice. They read and answer the question that corresponds to the numbers on the dice (e.g.: where 1 and 6 meet on the grid).

This game is designed to practice using the verb* llevar*, naming and identifying clothes and accessories and making the agreement between nouns and adjectives. It is a great way to practice the newly taught vocabulary, as well as pronunciation and listening skills. Print the document one-sided, laminate it and cut out the cards. Distribute all the cards randomly to the students. Select a student to begin by reading his card out loud and then putting it down. The other students listen attentively to each question, answer it if they have the answer card and then they read the next question. The game is over when all the cards are down.

This is a classic game of matching cards. I use it as an inquiry activity before I actually teach the vocabulary. It is designed to introduce and practice vocabulary related to fruits and vegetables. Students can play three different games: matching, memory and bingo. INSTRUCTIONS FOR MATCHING GAME: Print the document one-sided, laminate it and cut out the cards. Split the students into groups. Give each group a set of cards. Ask the students to match the picture cards with the word cards. Time the activity and count the points for each group. Repeat at the beginning of the class, or between activities, until the students are able to match all the pairs correctly. This is a quick, simple way for the students to activate their prior knowledge, make connections to the languages they speak through cognates, cooperate and learn from each other. INSTRUCTIONS FOR MEMORY GAME: Print the document one-sided, laminate it and cut out the cards. Split the students into groups. Give each group a set of cards. Ask the students to put all the cards face down. Students take turns to pick up two cards to match the picture with the words. INSTRUCTIONS FOR BINGO GAME: Print the document one sided and laminate. Cut out all the word cards. Cut in half the picture boards to make 4 bingo boards Put the word cards in a pile face down. Take one card and read the word. The student who has the picture matching the word says “BINGO!” The first student to complete his board wins.

This game is a French version of the classic " I have… Who has …? " game, designed to practice the vocabulary related to food and drinks and the verbs “eat” and “drink”. This is an easy-to-play game and a great way to practice essential language concepts with the whole class. As students match up the answers on their cards with questions on other students’ cards, they get valuable practice with vocabulary, as well as reading and listening skills. Directions: Cut out the cards along the dotted line and laminate. For bigger classes, you might want to print several copies of each set. Give out all the cards in the set to the students. It is important to use all the cards. Choose a student to go first. I usually do that by a counting rhyme. Have the selected student read the question at the bottom of the card aloud and then put the card down. The student who has the card with the answer then reads that answer aloud. This student will then read the question at the bottom of their card and put the card down. Play continues in this fashion until all of the cards have been played. The game will end with the same student who started play. Every card in the set is connected to a card before it and a card after it. To keep the game moving at a quick pace, all students need to pay attention to every question that has been asked. I tell my younger students that this is a magic game and that the magic only works if you pay attention, which is actually true. The magic happens in the end, when the question on the last card actually matches the answer on the very first card. Enjoy!

This booklet is designed to introduce and/or practice the vocabulary related to family. INSTRUCTIONS FOR THE STORY BOOKLET The story booklet can be projected on the interactive board. This is a good way to make sure all the students are engaged during the reading. Open the document in Adobe Acrobat Reader and choose Full Screen Mode from the View menu. Scroll down to turn pages. Print the document in Booklet size on normal A4 paper. Fold the pages in the middle and staple them. If you do not have an interactive board in the classroom, it is a good idea to print the story in normal size to make a bigger copy that all the students can see and follow.

This is a version of the classic I-Have-Who-Has-Game designed to practice identifying and naming the letters of the alphabet in Spanish. Print the document one-sided, laminate and cut out the cards. Distribute all the cards randomly to the students. The ideal number of players is 8 (4 cards for each student), but it will also work with 2 to 16 players. For bigger classes, you might want to print several copies. Select a student to begin by reading his card out loud and then putting it down. The other students listen attentively to each question, answer it if they have the answer card and then they read the next question. The game is over when all the cards are down. It is a great game to practice reading and listening skills.

This game is designed to practice naming parts of the bodies in animals. Print the document one-sided, laminate it and cut out the cards. Distribute all the cards randomly to the students. Select a student to begin by reading his card out loud and then putting it down. The other students listen attentively to each question, answer it if they have the answer card and then they read the next question. The game is over when all the cards are down. It is a great game to practice the newly taught vocabulary, as well as reading and listening skills.

POSTER /FLASHCARDS This is a poster to refer to when playing the Me dejas…? game. Print the document one sided, on A3 paper (4 pages sheet) or A4 (2 pages per sheet). Then laminate and use when playing the game or for reference in role-play activities. GAME This is a classic card game of pairs, similar to Go Fish!. It is designed for the students to practice asking for and offering or refusing to borrow any of the school items in Spanish. The goal is to form and discard pairs of cards. Print the document one-sided, laminate and cut out the cards. The ideal number of players is 4 (4 cards for each student), but it will also work with 2 to 8 players. For bigger classes, you might want to print several copies. Instructions: Distribute all the colored cards. Put the black and white cards face down in a pile. Students take turns to take a black and white card. If it matches one of their cards, they say “Tengo …” and put it aside. If they don’t, they ask another child "Me dejas …? If they have it, they say “Si, toma.” and they give it to the child who asked for it. If they don’t have it, they say “Lo siento, no tengo.” The child with the most pairs wins.

OPTION 1: This resource is complementary to the Card Game featuring asking for and giving directions. INSTRUCTIONS: Print the pages in A3 format, laminate them and post them in a visible place in the classroom. OPTION 2: It can also be used as an independent resource to have the students practice asking for and giving directions. INSTRUCTIONS: Print the pages in A3 format and laminate. Use the map as a board game. Use the Map Legend for reference. In pairs, students ask for and give directions for different places on the map. Student A asks: Perdona, ¿para ir a …? Student B looks at the map, finds the place and then gives directions to get to that place, while Student A follows the directions using a token or his finger.