Speaking

Klee facial expression flap phrases and picture gallery

I love Paul Klee and the way he uses building blocks of colour in his Art to convey emotion and meaning.... so what an ideal artist to use to allow the children to create their own "facial expression" art work .

I suggest that you use this picture, Senecio:

This Art and writing lesson follows on from the lesson blog post I posted  

Universal facial expressions ,emotions and different languages

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We will be using the ideas in both these blog posts to celebrate Euroepan Day of Languages 2015.

Additional resources and lessons guides are available on the VLE  for the Janet Lloyd Network

  1. Revisit emotions, facial expressions and target language phrases the children can say that add "sound and language" to the emotion.
  2. You could hold a "physical face display " here with a card picture frame that the children use, by holiding up and using their face and the emotion and target language phrase to fill the picture frame and become the picture.You will need to model this first.
  3. Take a look with the class at Klee's picture "Senecio"
  4. Ask the children to follow Klee's model and to draw a picture of  the outline of a face.
  5. Give the children coloured card or paper and ask the children to add blocks of colour made from the card on the face .
  6. Each block of colour represents an emotion and acts as a flap under which the child draws a symbol or face to represent the emotion and writes the appropriate target language or target languages phrase linked to the emotion.
  7. Create a class display of "Klee facial expression flap phrases and pictures"

Revisiting language Observation Game - Watching, Reading, Speaking

This activity works well with a video clip linked to culture or festivals – so a party, an event , a festival, a journey through the target language country, a visit to a famous place or town in the target language country.

At the start of the year it is a great activity to use with moving on learners to revisit familiar language and take a tour around the taret language country or set the scene for the academic year's learning with a cultural focus.

So select your video clip stimulus material!

Watch the clip carefully and select the key words (nouns,adjectives, verbs will all work well here!)

It's a game that I have played lots of times with all age groups of learners.Works well with adult learmers too.

You can revisit know language, practise new language or investigate unknown language using a bilingual dictionary first ..... 

Game One

Give each child five word cards. Each word is a noun of an object, place, person or building they will see in the video.

 Ask the children to watch the video clip and pick up a specific word card and wave it when they think they have seen one of the five words they have in front of them.

Ask the children to then share their order of the written words cards with a partner, by saying them in the order they have placed them and as they observed them appear on the video clip

Game Two

Working in pairs give them all the noun cards. The object of the game is to place the nouns face down in a pile when they see that object. Each partner should be holding 9 cards or have 9 cards face upwards on the table so that they can see the words. When they see one of their objects  , they place the correct word card in a growing pile of cards.

After they have watched the whole video clip, they should compare the words in their pile with those of   another pair. They must carefully pick up the pile. Turn it face up and take it in turns to read the noun at the top of the pile. Once read they should put this word at the bottom of the pile. Do both pairs have the cards in the same order?

Report back

Can the pairs now create a tourist information report using the phrase  e.g. “ A Paris il y a + nouns” in their pile , in the order they saw the places and objects etc.

Volunteer pairs to say their “Tourist information report” to the class.

Mirror mirror on the wall......

Start of the new school year and time to revisit the personal information questions and answers from previous years of language learning.

We have put in to place lots of games and activities over the last couple of years to make the revisiting of core language a challenge, a competition, a way to reflect on what we have learnt.

Here is another way that I think we can use at the start of the year to bring back in to focus the language we learnt last year etc to describe ourselves and ask questions of others.

The idea of the mirror on the wall allows us to practise first and second person singular questions and responses!

Each child needs an oval piece of paper:

Question and Answer Mirrors

On one side of the paper ask the children to write down the key information they think they can say about themselves in the target language.So for example a beginner learner from last year should be able to say  a name phrase/ a feeling/ where he/she lives/ his or her age and something he/ she likes (animal or colour or food).This is the "answer mirror"

On the other side of the paper (remember this is a mirror on the wall) ask the children to draw some symbol prompts for the questions: for example a beginner learner's symbols could be : a name tag / a house outline/ a birthday cake with candles/ a smiley face/ a heart shape.This is the "question mirror".

Play a game of spot the question and answer!

  • Ask the children to have their oval shapes infront of them on the desk with the answer mirror face up. 
  • Call out a question to elicit the information the children have put on their oval shapes.
  • Ask the children to listen to your question and to point to the response they would give.
  • Ask a child the specific question and ask them to read out their resonse.
  • Ask the children to turn over their ovals and this time to listen to the question, identify the symbol they have drawn as the question prompt and whisper to a partner the question that you as the teacher have just said. 

Mirror Mirror on the Wall!

Working with a partner, ask the children to take it in turns to ask and answer the questions  on their mirror oval shapes.

One child places his /her mirror "question mirror" face up on the table or on the wall with blu-tac.

The other child must look at the question prompt symbols, point to the symbol  and ask a question.

Can the first child give the answer that he/she has written on the answer side of the mirror?

Mirrors on the Wall .

Create with the children card versions of mirrors - whichever shape the child wants to use.

Ask the children to draw a sketch of their own faces on the mirrors.They will need to use pastel colours for this

Over the top ask the children to write their favourite five questions and five answers about themselves that they can say on the targetr language.They will need to use a dark crayon or felt tip for this.

On the reverse side of the mirror ask the children to write in English two more details they would like to be able to use in their personal information questions and answers this year in the target language to describe themselves in more detail.

Hang the mirrors on the wall - as a mirror mobile!

Full circle spinners


End of the year!.
Time to collate what we can now say and the growing bank of questions and answers .
Each half term we have extended what we can say, based on the contexts and content we have been considering. 

 For example our Year 3 children have already  explored how to ask  a name, ask about feelings , ask an age, ask where someone lives, ask about favouirte animals, ask about fruit or animal likes and dislikes...... .

 This is  an activity for the children to make,to play in pairs and to take home and play again over the Summer so that they keep practising these key new spoken questions and answers .


  • Give each child a circular piece of card.Ask them to divide the circle in to six equal segments that match on both sides of the card.
  • Ask them to colour each segment a particular colour and to make it match on the other side of the circle too! 
  • Explain that this is one way to aid memory - to have a visual prompt ....




  • They need to pierce a small hole in the centre of the circle - large enough to push a small pencil through.This will create the spinning mechanism and  action.
  • Now they need to discuss with you the questions and answers you have practised over the year.Ask them to brainstorm with a partner first. 
  • Collate the information they give you on the whiteboard.
Gather our questions and answers


  • Can the children select their six favourite new questions and answers or the ones they think are most useful or the ones they are proud that they can remember and use!
  • They must write the questions on one side of the spinner and the answer to each question on the other side of the spinner of the identical coloured segment. 
  • Now they are ready to try out the game......
Let's spin!


  • Try it out alone! Ask the children to push their pencil through the central hole in the spinner and make sure  that the questions are face up.
  • Each individual child spins their own spinner.
  • Can they say the question the spinner lands on and can they also say the answer they have written? Ask the children to turn over their spinners to check the answer they have just spoken.
  • Thye can play this as an idivudual activity several times.
  • Now give the spinner to a partner - who spins the spinner and must try to read out loud the question the spinner lands on.
  • Can the partner (to whom the spinner belongs) say the answer to the question that is written on the other side of the spinner and matches the question in the correct coloured segment?
  • The two children now work with the other partner's spinner and change their roles in the activity.

Daisy Chain Clauses and Conjunctions


This idea has been on my list to write for quite a while now! 
I have selected a daisy chain because it reminds me of Summer.It's now that we have the opportunity to assess what our moving on learners can  say and write.

 They are going to write about their likes and dislikes with nouns and adjectives and use conjunctions to join their sentences together.

Take a handful of conjunctions in the target language:in French let's use "mais,et, car, pourtant,"
  • First let's physically feel and make the sentences.
  • Ask the children to make a list of favourite things - using nouns thye know for foods,clothes,animals or finding new nouns in the bilingual dictioanry 
  • Now ask them to list adjectives ,two per nun thjat they would use to describe the nouns they have sleected.
  • Ask them to think about the adjectival agreement with these nouns.Are the nouns masculine, feminine and in German neuter? 
  • Do they need to use each of the nouns in the plural or singular?
  • Ask then to check their adjectival agreement against the criteria above.


 A physical daisy chain
Now it's palm of your hand time.
You make daisy chains with your hands so we are using our hands as the physical planner for the daisy chains we will make later.
  • Ask the children to open up the palm of their left hand and wiggle their fingers.
  • The index finger on the right hand is their pen with invisible ink!



  • Each finger and the palm of  the left hand represents a key part of the sentence
Thumb- personal pronoun 
Index finger verb
Middle finger noun
Ring finger first adjective
Little finger second adjective
Palm of your hand conjunction



  • Ask the children with the index finger on the right hand to touch each finger on the left hand as they say their physical sentence to themselves quietly.
  • Now they need to add the conjunction in the centre of their sentence by drawing a circle in the plan of their left hand with their imaginary pen and the index finger of the right hand.
  • Can they now add the next part of their setnece - using their fingers again as the prompts for the parts of the sentence?
  • They may need to reorder their finger roles if they use in French adjectives that precede the noun.
  • Once again they add their conjunction and move on to make their next physical clause in the long sentence.
  • If they can they should make five  clauses using the four conunctions.

A visual daisy chain!
And now they can make their daisy chains.

 The centre of the daisy is the picture of the item- the noun they like.

 There will be 5 petals on each daisy .One for the each a part of the sentence and the green stem of each daisy is the conjunction leading to the next daisy .
Now you have your daisy chain!    

Skittles and speaking activities


I have been busy tweeting with Joe Dale and Erzsi Culshaw this evening as Erzsi has been exploring the use of the Green Screen in her primary language learning classroom.Thanks to the tweets I remembered a photo I took last month - a fantastic backdrop  to engage the learners with culture, participation and performance and this can be with or without a Green Screen!

Last month I was in Basque Spain and was struck by the murals on the walls in some of the villages,depicting the life of the community.
I loved this mural of the villagers watching a game of skittles... and knew that I could create some performance activities based around the mural back here in England!

  • You could import the picture above into your Green Screen APP and use it as a back drop
  • You could post it as an enlarged picture on  your IWB and again have a back drop
  • You could give each table a copy of the photo as a resource to stimulate language activities - brainstorming and adding speech bubbles to different characters.
  • You could ask the class to recreate the scene outside in the playground and play the game and use the target language too!
What language and how can we use the language?
  1. Find and use infinitives of the verbs involved in throwing the ball to the skittles.Put these in the order they are required to actually throw the ball toward the skittles - as commands ( e.g pick up the ball hold the ball,move the arm backwards, throw the ball, hit the skittles!) 
  2. Create a slow motion performance of the throwing action , saying the verbs as commands in time with the slow motion action.
  3. Film children and add the recordings of the commands
  4. Explore the phrases for audience participation- (e.g. Well done! Go on! Throw! Hit the skittle! Fantastic! Great shot! Missed! Bad luck!Try again!)
  5. Take still photos of the children,miming the phrase as a physical action.Import the photos on Chatterpix or Yakit for Kids and add voice overs. 
  6. Using the large picture as a back drop , create the event you can see in the picture and using my 3D Art ideas bring the picture to life and experience the target language,culture and atmosphere of the game!


Under the sea fish puppet and triarama performance


A while back,a colleague of mine, Clare Seccombe sent me this triarama picture of "under the sea" and I added it to one of my Pinterest boards  Janet's Language Learning.She was interested to know how I would use this triarama to create a piece of spoken performance and/or drama!Well here we go ....!

It is an ideal " under the sea" triarama for our Seaside project as part of our DFE funded WTSA/ JLN project.Find out more here Language Learning for Everyone and li ks really well with our other Seaside "fishy" ideas.

The triarama you can see in the picture is from a www.crayola.com blog post on colourful sea anenomes. You can find the instructions here in this blog on how to make the physical triarama.

My ideas below link this 3D triarama to the story book and the adjectives used to describe fish in this wonderful book: 


Setting the scene
  1. Read the story book to the class in French or German and share the wonderful drawings or create your own drawings and creative your own fishy emotion phrases in Spanish .Have a look at the blog post here to get a feel for the book and the ideas I have already written about.Fishing for feelings
  2. First create one large class triarama of an under the sea picture.Here is my class backdrop triarama.

Now let's focus on the adjectives.....


  1. Adjectives add colour to nouns and give nouns character.Look at the sea anenome in the centre of the triarama at the top of the blog post, that's so colourful! 
  2. On strips of coloured card as the children to write the phrase "I am ....+  an adjective  that describes a specific  emotion - in the target language.Ask them to select a piece of  coloured card strip that they think conveys the meaning e.g red - angry , green- calm, yellow- happy , blue - sad etcetra. 
  3. Now ask the children to concertina their card strips with the written phrases on them,to make a sea anenome in the centre of your class "Under the sea " triarama".



Time to practise "performance".
  1. Invite children to the front to select a coloured strip from our sea anenome and to mime the emotion that they can read and understand on the coloured strip.Can the class guess the  emotion?  
  2. Now we need to add the fish and build a performance.Ask the children to work in pairs and to create four fish characters of their own.Each fish needs a colour, a fantastical fish name and an emotion.Each fish needs a character conveyed by the way the speech bubble information is delivered
  3. For example here is a fish I have just made ......how would you convey the colour,emotion and name?


The grand class "under the sea"  performance!



  1. Ask the children to work on their tables (project tables would be best here so that we have a fair range of language speaking and writing ability on each table).The children on the table must  display all the fish characters and speech bubbles they have created.Each of the other children now selects a fish character to present in the class "under the sea" performance.
  2. They must attach their selected fish and speech bubble to a puppet stick, practise the way the fish sounds and moves and learn their lines!
  3. Invite each group with their fish to the front to use the class triarama stage set as their "under the sea" back drop for their "fish" performance!(Remember the fish puppet stick must have the fish and the speech bubble at the bottom of the stick as the child puppeteer will operate the fish from behind and above the triarama stage set) 



Keeping a creative spoken record of progress in primary languages

It is so important to keep our tracking of progress "primary" and creative and the teachers who work with me in our network are doing just that! How are we finding ways to track our progress in the spoken language?

 Last year Emilie @EWoodruffe took up my challenge to her to try out some APPS with our young learners.

With the wonderful Sylvie Bartlett Rawlings from Kent she set up a spoken class to class swap of family raps.
They used Autorap .
You can listen in here to two of her year 4 children describing the family and facial descriptions.
Emilie heard the children read out loud their written texts before they were recorded and so was able to track pronunciation and intonation etcetra. 


She then went on to try out Yakit for Kids with her own take on a fashion show.Simple, effective and we realised that we had a way of capturing children's spoken language and use of grammar ( adjectives after nouns etc)



You can find out more  about all these ideas here in Emilie's presentation  at our JLN annual conference 2013.

Recently we have received from one of network school teachers - Lynsey McHugh, clips  of her children performing their creative Puppetpals dialogues based on personal information conversation.Here she can keep evidence and a track of how well the children are engaging in conversation. You can ee more of Lynsey's Puppetpals clips on our Facebook page  Janet Lloyd Network Facebook

And recently we have realised how easy it is to track progress through songs.We have run a carnival song competition which has allowed our Year 3 beginner learners the chance to show off their pronunciation and intonation.

This year.2015, we have used Yakit for Kids to record and keep evidence of use of simple sentences - noun,verb,adjectives with Year 4 designing monsters,thanks to Ana by the way!



And to once again thanks to Ana and her year 5 children we have a record of our children in 2015 ,talking about clothes they have designed - using adjectival agreement and placement  

Making progress with listening.Activities using all four skills.

This year we have been focusing on how we make progress in language learning with our children and how we can track this and record this.
Here is a simple activity which can be used with all four skills...... to see how children are progressing.
In our JLN SOW we offer teachers sound files and podcasts to support themselves with upskilling in the target language, but we find that teachers can use these too to develop their own listening activities .The podcasts are great for children moving on from word level! 
Emilie Woodruffe @EWoodruffe   amd Ana Lavado Garcia @AnaLavadoGarcia have worked alongside me to create podcasts and sound file for every half term from Year 3 to Year 6- so we have lots of listening texts to work with .These ideas are therefore replicable with other podcasts. Simple too!

Step One 
Select the podcast and text that contains the language content you have been focusing upon with the class.
I have selected podcast one from Year 3 for this example (it's all about Emilie in French or Ana in Spanish)

 Give out a series of words from the podcast text you want to use- in a muddled up order.:


  1. Can the children look at the words and decide what the listening text might be about?
  2. Can they spot any key language they have been practising e.g,question words,months, numbers?
  3. Can they put these to one side- you can now see who can identify these words individually.
  4. Can they anticipate in which order they may hear the words?
  5. Ask the children to listen to the text and put the words in the order from top to bottom in a vertical list as they hear them. 
  6. Would they like to listen again and see if they are happy with the order they have generated ?
  7. You can take photos of sample vertical lists of the children that you are following as progress pupils in the class  
  8. Now can they discuss with a partner what they think the listening text is about?
Step Two
  1. Can they now look at their list of words and gather facts about Emilie or Ana for example: 

Here is another opportunity to take photo samples of how the children can comprehend and link together sequences of words that belong together.

Step Three
  1. Give out the words written out on a table that the children have been sorting.
  2. Working in pairs can they create spoken sentences that use all of the words (Remember they have listened to a modeled text already).In this text they can create up to four or five  sentences  speaking as of they are ~Emilie in the first person singular- name/age/ birthday/ where Emilie lives/ feelings
  3. Ask the children in pairs to write down their sentences .You can collect in  their work after the activities and keep samples as evidence of progress in writing from memory.
  4. Ask for volunteer pairs to show and read out loud  their sentences for the class.Now you can listen for pronunciation and intonation  as they read aloud their sentences. 

Active conjunctions

Thanks to Vicky Bruff on Facebook for sharing with us this picture of an activity from Teaching Ideas
It is a very simple and effective way of explaining visually the use of link words in sentences.


I am currently working with the wonderful Julie Prince on ways to make grammar in primary foreign languages "active and kinaesthetic" plus how we can link the activities to learning objectives from the DFE KS2 POS. 

The picture inspired a really simple "active grammar" learning idea that could be so effective!

In this activity I am concentrating on conjunctions (connectives ) to link two sentences together to  make a more complex primary foreign language sentence.
In doing this we could explore with the children one or more of the following DFE POS KS2 learning objectives:
  • speak in sentences,using familiar vocabulary,phrases and basic language structures
  • read carefully and show understanding of words,phrases and simple writing 
  • broaden their vocabulary and develop their ability to understand new words
  • understand basic grammar .....how to build sentences
What's the idea?
Well just as you probably already do,ask the children to draft write simple sentences on mini white boards that are linked to the content you are currently covering .Effective contexts for this activity may be: the market, describing a monster, clothes, the weather ........

e.g. here are some fruit examples.....
les pommes sont rouges
les bananes sont grandes et jaunes
moi j'adore les raisins

moi j'aime les oranges

First activity


  1. Ask the children to write a simple sentence using language content you have been practising with them.
  2. Ask the children to share their sentence with a partner and take turns to proof read each of the sentences.
  3. Ask the children to write the sentence on to a strip of paper or card- large enough for other people to be able to read from a distance.
  4. Stand the children in a circle with the sentences on card facing in to the circle.
  5. Take it in turns for each child to read out their sentence still holding the card facing toward the other children in the circle.
  6. Share with the children your conjunction cards.You can decide which are appropriate conjunctions for this activity- but I suggest that you have at least 5 options.
  7. Place the conjunction cards in the middle of the circle .
  8. Check with the children that they are confident about the meaning of the conjunctions and how to pronounce the words.I would play a "sounds like game" here.Can they make the word sound like the job the conjunction does in the sentence e.g contradicts/ joins together/offers another option etc....
  9. Invite a child to read out his/her sentence and to select a conjunction ,pick it up from the floor and walk over to  a second child and ask him/her to read out his/her  sentence.Now ask the two children to stand in the middle of the circle and say the whole new complex sentence together. 
  10. Repeat the activity with two more children and a new selected conjunction.
  11. How many sentences can the children write independently when they return to their tables that include a conjunction to connect two sentences together?  
Second Activity

  1. Blu-tac the conjunctions to the whiteboard or flip chart so they are visible to all the children .
  2. Play the "Sounds like" game" from above.This time though ask the class to say for you a conjunction that "contradicts" or "joins together" etc- do they all select the same conjunction?
  3. Divide the children in to groups of four.
  4. Can they connect each of their sentences to the other sentences using some of the conjunctions they can see on the board? They can not use the same conjunction twice in a row.
  5. Ask the children to write their "long" sentence containing conjunctions out on a mini whiteboard.
  6. Ask the children to practise speaking their sentence together.Can they remember how to say their complex sentence without looking at the written word?Ask them to add actions to help them with this.
  7. They must create a spoken performance of the class to include actions and a connecting movement  and "sounds like" performance of the conjunctions between clauses so that each of the original sentences flows via a conjunction on to the next sentence.
  8. Ask each group to perform their complex sentence for the class






La chandeleur games to practise familiar language in speaking and writing



Have been looking for ideas for la chandeleur - 2 February (French pancake day) and came across this part of the "momes" site with lots of wonderful coloured and shaped pancakes.
You can access the recipes and the ideas on this part of the momes site blog momes here

 This got me thinking about some very simple and easy to make activities for celebrations in schools  for la chandeleur!
I have added the new POS learning objectives that could be practised or reinforced with these activities too !



Pancake spelling collection challenge
A pancake team challenge for beginner language learners who know their numbers, colours and with children who are moving on who also know fruits,vegetables and possibly flavours) 
POS:Explore the patterns of language- link sound and spelling

  • Cut out four sets of five coloured circles( each represents a  crepe).
  • Ask the children to count the pancakes for you and to say the colour of the pancake. 
  • Make four piles of the pancakes - one from each colour in each pile.Each of the piles will ultimately belong to  one of the four teams.The teams have to win the pancakes
  • Divide your class on to four teams/
  • The aim of the game is to win the crepes.Each team nominates a "writing" chef.
  • This chef must come to the front and write what you say.You could say colours, number, fruits, flavours (language linked to the umber and colour of pancakes and fillings).
  • The aim of the game is to win for the team one of each of the five coloured pancakes that you have cut out of paper.The chef must write clearly and correctly the spelling in the target language of the word you say.
  • You could play this as a speed challenge with two team's chefs up at the front at the same time
  • Which team will have their coloured pile of pancakes first?


Spoken flip the pancake 
A challenge for language learners who have practised flavours (of ice creams) and can use the phrase "je voudrais"

POS: Speak in sentences ,using familiar vocabulary
POS: Broaden their vocabulary

  • Remind the children of the flavours of ice creams.For us this will work well with Year 5 as we learn flavours of ice creams in Year 4.
  •  Discuss with the Year 5  children other possible flavours made up of the fruits and vegetables we are practising in our healthy eating module at the moment.
  • Share these as a written record on the board.
  • Give the children chance to try to memorise the phrases you have written on the board.
  • Ask them in pairs now to play flip the pancake (just like verbal table tennis) where they take it in turns to say a flavour "e.g je voudrais une crepe au chocolat"
  • Make this a time challenge 
  • How many flavoured pancakes can they flip in 2 minutes?
  • Make it a "head to head" game and invite volunteers out to the front to  play the "Spoken flip the pancake" challenge!



 Dingbat pancake flips! (Say what you can see)
A game for all stages of language learners
POS: Broaden their vocabulary
POS:Speak in full sentences
POS: Describe things in writing

  • Give each child a piece of A4 paper and ask them to  fold the paper into four and to draw four circles on the paper.
  • Each circle should be shaded on one side a different colour buy the children
  • They need to cut out their four circles.
  • The children now need to turn the circles over so the white empty side is facing them.
  • They must think of a flavour association with the colour (e.g red - tomato/ pink- strawberry etc)
  • In pencil on the white blank side they need to draw a symbol ( a Dingbat) to represent the flavour
  • On the coloured side they need to write the flavour in the target language.
  • Can other children guess and say the flavour accurately in the target language by looking at other children's "Dingbat pancake flips"? 
  • Can children ask for each pancake politely using a full  sentence target language request?
  • Once the have guessed they can flip the pancake to the coloured side and see if they were correct.









Last week before Christmas simple language learning activities

For the week before Christmas ......here are some language learning activities that are easy to create and simple to use.


Stars,colours, numbers and a link to Van Gogh "Starry Night"



Ring out those bells tonight

A target language song in French and Spanish to a familiar refrain to sing in the round,with a listening,speaking and reading element to the activity.


Ding dong Bell and the phonics of a simple Christmas song

Using the song above,but breaking it down in to the sounds and letter combinations to create a listen, respond and reconstruct activity, based upon the theme of  "bell ringing"





Rudolph and your nose so bright

"Knock! knock!Who's there?" activity/game with Rudolph pictures and a focus on the use of colours with ,masculine and feminine nouns. 


Christmas present open and reveal four corners guessing game

Using the simple open and reveal game to create "open and reveal "Christmas presents.
Take a look on this page too ,for the Christmas style open and reveal game 


Christmassy paper puppet conversations

One resource and three levels of Christmas character question and answer dialogues and conversations.