Slide 2 reviews the question words and their meanings. Slides 3-11 (for a total of 35 statements) practice asking questions. A statement is given in the present tense, with part of it underlined. Students are to ask the question that would have elicited that response (first with est-ce que, then with inversion).

Set of 31. Print on cardstock and laminate. Each page has a picture of a body part and its name.

This game uses pictures for 16 common pieces of clothing: shirt, blouse, pants, belt, necktie, hat, cap, jacket, coat, sweater, socks, shoes, boots, sandals, dress, skirt. Students must identify the clothing (use in sentences to make it more challenging) as they advance along the snail path. Just pictures are given, so it is easy to adapt for each textbook. You can also have students use colors when doing this activity.

This game uses pictures for 15 common places in town: museum, library, church, beach, supermarket, movie theater, mall, park, swimming pool, restaurant, stadium, theater, hospital, school, airport. Students must identify the sport (use in sentences to make it more challenging) as they advance along the snail path. Just pictures are given, so it is easy to adapt for each textbook.

This game uses pictures for 25 foods: meat, fish, ham, chicken, bread, butter, egg, cheese, water, milk, coffee, tea, soup, salad, carrot, beans, potato, fries, apple, grapes, strawberry, cherry, cake, pie, ice cream. Students must identify the food (use in sentences to make it more challenging) as they advance along the snail path. Second version uses meat, fish, milk, water, chicken, ham, soup, salad, bread, butter, cheese, cake, pie, ice cream, tea, coffee. Third game uses: chicken, cheese, fries, ham, butter, fish, egg, bread / roll, salad, bacon, rice, coffee, hamburger, ice cream, meat, milk, lettuce.

Crossword has clues in English which are common adjectives. All answers are in Italian, the masculine singular form. 5 versions of the puzzle are included. Vocabulary used: alto, basso, bianco, biondo, bruno, brutto, buono, cattivo, contento, debole, divertente, egoista, forte, generoso, gentile, giovane, grasso, intelligente, lento, magro, nero, noioso, piccolo, povero, ricco, stupido, triste, vecchio, veloce.

Each crossword has 19 clues (of 26 possible) with numbers (9h16); all answers are written out in French. All times use numbers, no special expressions (quinze, not et quart). 5 versions included.

Whole class speaking activity. Each card has a statement with J’ai and a question with Qui a. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 clothing items. Second version has 27 cards with 26 clothing items.

Whole class speaking activity. Each card has a statement with Ho and a question with Chi ha. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 clothing items. Second version has only 27 cards.

Whole class speaking activity. Each card has a statement with Tengo and a question with Quién tiene. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 clothing items. Second version has only 27 cards.

Whole class speaking activity. Each card has a statement with J’ai and a question with Qui a. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 places. Vocabulary used: grocery store, bookstore*, hospital, stadium, airport, theater, mall, garden, cafe, beach, hotel, school, pharmacy, train station, church, bank, gym, restaurant, library, museum, police station*, beauty shop*, park, bakery (bread), zoo, movie theater, parking lot*, swimming pool, post office*, downtown, butcher shop*, fire station*, house / home, gas station*, factory*. Second version included with only 27 cards (places marked with * above not included).

Includes 33 pictures and Spanish words. Print on cardstock and cut into cards. Make 1 set for every 3-4 students. Vocabulary used: la barbilla, la boca, el brazo, la cabeza, la cara, el codo, el cuello, el cuerpo, el dedo, el diente, la espalda, la espinilla, el estómago, la frente, la garganta, el hombro, el labio, la lengua, la mano, la mejilla, la muñeca, la nariz, el ojo, la oreja, la pantorrilla, el pecho, el pelo, el pie, la pierna, el pulgar, la rodilla, el tobillo, la uña. You can pick and choose which words you want to use. Use for Flashcards, Concentration, Slap, Old Maid, Drats, Go Fish, Match Game, Kaboom.

Whole class speaking activity. Each card has a statement with J’ai and a question with Qui a. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 body parts. Second version with only 27 cards for smaller classes included for free. Vocabulary used: ankle, arm, back, body, bone, cheek, chest, chin, ear, elbow, eye, face, finger, fingernail, foot, forehead, hair, hand, head, heart, knee, leg, lips, mouth, neck, nose, shoulder, skeleton, stomach, throat, toe, tongue, tooth, waist, wrist [not included in version 2: ankle, bone, elbow, heart, skeleton, stomach, toe, waist, wrist].

Whole class speaking activity. Each card has a statement with Ho and a question with Chi ha. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 foods. Second version has only 27 cards, with 26 vocabulary words.

Whole class speaking activity. Each card has a statement with Tengo and a question with Quién tiene. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 foods.

Whole class speaking activity. Each card has a statement with J’ai and a question with Qui a. Students listen to questions to know when to answer. Includes 36 separate cards. Uses vocabulary for 35 foods.

Students must identify the picture (use in sentences to make it more challenging) as they advance along the snail path. Pictures represent: leg, hand, knee, arm, finger, foot, stomach / waist, mouth, head, nose, hair, face, tooth, eye(s), ear.

Students must identify the picture (use in sentences to make it more challenging) as they advance along the snail path. Just pictures are given, so it is easy to adapt for each textbook. Pictures represent: desk, bed, chair, armchair, refrigerator, lamp, dresser, television, table, stove, rug, bookshelves, couch, picture, clock.

Students must identify the picture (use in sentences to make it more challenging) as they advance along the snail path. Just pictures are given, so it is easy to adapt for each textbook. Pictures represent: house, living room, kitchen, dining room, bedroom, bathroom, staircase, hallway, attic, roof, basement, laundry room, garage, floor, wall, ceiling.

Students must identify the picture (use in sentences to make it more challenging) as they advance along the snail path. Just pictures are given, so it is easy to adapt for each textbook. Make 1 copy for every 3-4 students; print on cardstock and laminate to keep forever. You need 1 die for every game board. Pictures represent: house, living room, kitchen, dining room, bedroom, bathroom, staircase, hallway, attic, roof, basement, laundry room, garage, floor, wall, ceiling.