Flash
cards are a simple, versatile, yet often under-exploited resource. I
would like to offer some reasons for using flash cards and a selection
of activities for use in the Young Learner classroom, although some of
the activities could also be used with fun-loving, lower level adult
classes.
Why use flash cards?
Howard Gardner's multiple intelligence theory reminds teachers that
there are many types of learners within any one class. Gardner's
research indicates that teachers should aim to appeal to all the
different learner types at some point during the course. It is
particularly important to appeal to visual learners, as a very high
proportion of learners have this type of intelligence.
Flash cards can
be bright and colorful and make a real impact on visual learners. Many
of the activities outlined below will also appeal to kin-aesthetic
learners.
For children at reading age, flash cards can be used in
conjunction
with word cards. These are simply cards
that display the written word.
Word cards should be
introduced well after the pictorial cards so as not
to
interfere with correct pronunciation.
Flash cards are a really handy resource to have and can be
useful at
every stage of the class.
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.
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.
Where to get flash cards?
Buy them. Some course books provide a supplementary pack of flash cards or they can be bought in sets.
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.
You can use pictures
from magazines, draw simple pictures or copy from the internet or clip
art.
The most important thing is to make sure they are all of the same
size, on card (different colors for different sets) so you can't see
through them.
If possible you can laminate the sets as you make them and
they will last for years. 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.
You may like to make a set to use in
conjunction with a story book or graded reader, or even to accompany
project work.
Students make them. I have recently begun to incorporate
the production of flash cards into the classroom.
After introducing a
new lexical set, using realia or the course book, ask students to
produce the flash cards for you. Give each one an item to draw. They can
be mounted on card to make the set.
Activities for using flash cards
I have divided the activities into the following categories: Memory, drilling, identification and TPR activities
.
Memory activities
Memory Tester
Place a selection of flash cards on the floor in a circle.
Students have one minute to memorize the cards.
In groups, they have two minutes to write as many of the names as they can remember.
TPR activities
Point or race to the flash cards
Stick flash cards around the class.
Say one of them and students point or race to it.
Students can then give the instructions to classmates.
You can extend this by saying 'hop to the cat' or even 'if you have blonde hair, swim to the fish' etc.
You can also incorporate flash cards into a game of Simon Says. 'Simon says, jump to the T-shirt' etc.
Drilling activities
Invisible Flash cards
Stick nine flash cards on the board and draw a grid around them.
Use a pen or a pointer to drill the nine words. Always point to the flash card you are drilling.
Gradually remove the flash cards but continue to drill and point to the grid where the flash card was.
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.
Students should remember and continue as if the flash cards were
still there. They seem to be amazed that they can remember the pictures.
Depending on the age group I then put the flash cards back in the
right place on the grid, asking the children where they go, or I ask
students to come up and write the word in the correct place on the grid.
Identification activities
Reveal the word
Cover the flash card or word card with a piece of
card and slowly reveal it.
Students guess which one it is.
Once the card is shown, chorally drill the word with the group
using different intonation and silly voices to keep it fun. Vary the
volume too, whisper and shout the words. Children will automatically
copy your voice.
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