They seem to be amazed that they can remember the pictures. Students should remember and continue as if the flash cards were still there.When the first card is removed and you point to the blank space, nod your head to encourage children to say the word of the removed flash card.Gradually remove the flash cards but continue to drill and point to the grid where the flash card was.Always point to the flash card you are drilling. Use a pen or a pointer to drill the nine words.Stick nine flash cards on the board and draw a grid around them.In groups, they have two minutes to write as many of the names as they can remember.Students have one minute to memorise the cards.Place a selection of flash cards on the floor in a circle.I have divided the activities into the following categories: Memory, drilling, identification and TPR activities. They can be mounted on card to make the set. After introducing a new lexical set, using realia or the course book, ask students to produce the flash cards for you. Students make them. I have recently begun to incorporate the production of flash cards into the classroom.You may like to make a set to use in conjunction with a story book or graded reader, or even to accompany project work. The advantage of making your own, apart from the fact that they're cheap and yours to keep, is that you can make sets for your specific needs. If possible you can laminate the sets as you make them and they will last for years. The most important thing is to make sure they are all of the same size, on card (different colours for different sets) so you can't see through them. You can use pictures from magazines, draw simple pictures or copy from the internet or clip art. Make them yourself. If you don't have access to professionally produced flash cards, don't worry, it's really easy to make your own even if you're not very artistic.Buy them. Some course books provide a supplementary pack of flash cards or they can be bought in sets.I sometimes get the students to make their own sets of mini flash cards that can be taken home for them to play with, with parents and siblings. They are a great way to present, practise and recycle vocabulary and when students become familiar with the activities used in class, they can be given out to early-finishers to use in small groups. Word cards should be introduced well after the pictorial cards so as not to interfere with correct pronunciation.įlash cards are a really handy resource to have and can be useful at every stage of the class. These are simply cards that display the written word. Many of the activities outlined below will also appeal to kinaesthetic learners.įor children at reading age, flash cards can be used in conjunction with word cards. Flash cards can be bright and colourful and make a real impact on visual learners. It is particularly important to appeal to visual learners, as a very high proportion of learners have this type of intelligence. Gardner's research indicates that teachers should aim to appeal to all the different learner types at some point during the course. Howard Gardner's multiple intelligence theory reminds teachers that there are many types of learners within any one class. If you follow this link - Using flash cards - you will find more examples for each type of activity. In this article there is one example for each type of activity.
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