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

In this co-operative review activity, students who have studied ROMEO AND JULIET are asked to match the text on the edges of sixteen triangles to reconstitute the following quotes: Wherefore art thou Romeo? Deny thy father and refuse thy name. A plague o’ both your houses. A rose by any other name would smell as sweet. Parting is such sweet sorrow. Young baggage, disobedient wretch! I tell thee what: get thee to church o' Thursday, or never after look me in the face. For, by your leaves, you shall not stay alone till Holy Church incorporate two in one. A pair of star-cross'd lovers take their life… Ask for me tomorrow and you shall find me a grave man. Wisely and slow; they stumble that run fast. Your lady mother is coming to your chamber: the day is broke; be wary… O true apothecary, thy drugs are quick. Thus with a kiss I die. Tempt not a desperate man My only love sprung from my only hate! Do you bite your thumb at us, sir? O happy dagger, this is thy sheath. There rust and let me die. For never was a story of more woe than this of Juliet and her Romeo.

In this co-operative review activity, students who have studied TWELFTH NIGHT match the texts on the edges of sixteen triangles to reconstitute the following quotes: Oh Time, thou must untangle this, not I. It is too hard a knot for me t'untie! She did commend my yellow stockings of late, she did praise my leg, being cross-gartered. O, had I but followed the arts! Many a good hanging prevents a bad marriage. If music be the food of love, play on. Dost thou think, because thou art virtuous, there shall be no more cakes and ale? Some are born great, some achieve greatness, and some have greatness thrust upon ‘em. This fellow is wise enough to play the fool and to do that well craves a kind of wit. Love sought is good, but giv'n unsought is better. If this were played upon a stage now, I could condemn it as an improbable fiction. This youth that you see here I snatch'd one half out of the jaws of death. Or I am mad, or else this is a dream. I'll be revenged on the whole pack of you. Better a witty fool than a foolish wit. Foolery, sir, does walk about the orb like the sun, it shines everywhere. One face, one voice, one habit, and two persons, a natural perspective that is and is not!

In this co-operative review activity, students who have studied THE TEMPEST match the texts on the edges of sixteen triangles to reconstitute the following quotes: Good wombs have borne bad sons. (Act 1, Scene 2) Hell is empty and all the devils are here. (Act 1, Scene 2) You taught me language, and my profit on't is, I know how to curse. (Act 1, Scene 2) But this swift business I must uneasy make, lest too light winning make the prize light. (Act 1, Scene 2) The wills above be done but I would fain die a dry death. (Act 1, Scene 1) I’ll rack thee with old cramps, fill all thy bones with aches. (Act 1, Scene 2) My library was dukedom large enough. (Act 1, Scene 2) There's nothing ill can dwell in such a temple. (Act 1, Scene 2) Misery acquaints a man with strange bed-fellows. (Act 2, Scene 2) It was mine art, when I arrived and heard thee, that made gape the pine and let thee out. (Act 1, Scene 2) We are such stuff as dreams are made on, and our little life is rounded with a sleep. (Act 4, Scene 1) How beauteous mankind is! O brave new world, that has such people in’t! (Act 5, Scene 1) The strongest oaths are straw to the fire i' the blood. (Act 4, Scene 1) He that dies pays all debts. ( Act 3, Scene 2) Now I will believe that there are unicorns. ( Act 3, Scene 3) What have we here? A man or a fish?  (Act 2, Scene 2)

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!

In this co-operative review activity, students who have studied A MIDSUMMER NIGHT’S DREAM match the texts on the edges of sixteen triangles to reconstitute the following quotes: Sleep, that sometimes shuts up sorrow’s eye, seal me awhile from mine own company. Lord, what fools these mortals be! If we shadows have offended, think but this, and all is mended, that you have but slumbered here while these visions did appear. The course of true love never did run smooth. Things base and vile, holding no quantity, Love can transpose to form and dignity. Never harm, nor spell nor charm, come our lovely lady nigh. The best in this kind are but shadows, and the worst are no worse, if imagination amend them. Thus have I, Wall, my part dischargèd so. And, being done, thus Wall away doth go. Come, blade, my breast imbrue. And, farewell, friends. Thus Thisbe ends. Adieu. Hang off, thou cat, thou burr! Vile thing, let loose. In the temple, by and by, with us, these couples shall eternally be knit. The lunatic, the lover, and the poet are of imagination all compact. Never anything can be amiss when simpleness and duty tender it. We cannot fight for love, as men may do; we should be wooed and were not made to woo. When in that moment, so it came to pass, Titania waked and straightway loved an ass. Sleep, that sometimes shuts up sorrow’s eye, seal me awhile from mine own company. Am not I Hermia? Are not you Lysander? I am as fair now as I was erewhile.

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”.

These twelve (I know, I know, I should have done thirteen) illustrated Hallowe'en Vocabulary bingo cards will work well in your Language Arts or ESL classroom. Print, laminate and cut out the bingo (GHOST) cards on pages 3 through 8. Call one of the words or phrases listed under each letter of the Call Sheet, cycling through G, H, O, S and T until there’s a “bingo” (or in this case, a “ghost”). Cross out each word as you call it.