Table Of ContentMiniflashcards
Longuoge Gomes
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PictureBank
SusanT homas
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Longuoge Gomes
Picture Bank
SusanT homas
Addison Wesley Longman Limited
EdinburghG ate
Harlow
Esset CM20 2JE
Enqland
and AssociatedC ompaniesth roughoutt he tDorl(l
@ MiniflashcardLs anguageG ames,1 994
This edition@ AddisonW esleyL ongmanL imited 1999
"The right of Susan Thontast o be identifiecal s author of this Work has beena ssertedb y her in
accordancwe ith the CopyrightD, esignsa nd PatentsA ct 1988."
All rights reseruedn; o port of this publication may be reproduceds, toredi n a retrieual system,o r
transmittedi n anyf orm or by any nleans,e lectronic,m echanical,p hotocopying,r ecording,o r othenuise
tuithout the prior written pennissiono f the Publishers.
Photocopying
'photocopiable'
The publisherg rants permissionf or photocopyingo f thosep agesm arked accordingt o the
following conditions.I ndividual purchasersm ay make copiesf or their own use or for use by classesth ey
teach.S choolp urchasersm ay make copiesf or use by their staff and students,b ut this permissiond oes
not extentt o additionals choolo r branches.
Under no cirumstancesm ay any part of this book be photocopiedf or resale.
ISBN0 582 337917
Seti n RotisS erifa nd RotisS ans
Printedi n China
GCC/01
Acknowledgements
TeachersN' otesb y SusanT homasw ith Hilary McColl.
With particuiart hanks to ElizabethE vans,P aul Sandaya nd FrancesW alsh.
With thanks also to IsabelleA yma, Timothy Hilgenberg,D eniseH obbs,M ary Jago,H anneloreN unn,
Andrea Tierney,C armenB ishton,A na Stanton,S ian Roderick,B rian Locketta nd to the many other
teachersa nd learnersw ho have contributedi deasa nd suggestions.
Illustrationsb y HeatherC larke
CONTENTS
1. IntroductionM: iniflashcardsa nde ffectivela nguagele arning 5
2. Encouragincgr eativeu seo f language 7
3. Suggestionfos r usingt he materials B
4. Pictureb anka ndv ocabularlyis ts 1'l
o Fooda nd Drink 1'.|
o Leisure 14
'17
o Travel
o Weathera ndC alendar 20
r Peoplea ndJ obs 23
o VitalV erbs 26
. HaPpyH olidays 29
o Roundt he Town 32
5. Suggestiofnosr activitieasn dg ames 37
6. Usinga nda ddings pinners 44
7. Resoruc e-specifaicc tivities 52
B. Functiocna rdsE: ncouragitnrga nsfeor f languagsek ills 61
lntroduction:
Miniflashcardasn de ffectivela nguaglee arning
Rationale
As learners,w e make use of all our sensess: ight, sound,t ouch, even tastea nd smell.A nd we learn in
many different ways: by listening to what peoplet ell us, by watching what they do, by copying them,
by experimentinga nd finding things out for ourselvesa, nd, above all, by practisingv arious skills. Our
learning can be passive( listening,r eading,o bseruing,e tc.),i t can be active (copying,e xperimenting,
repeating,e tc.),i t can be individual (learningb y oneselflo r interactive( learningw ith and from others).
Often it is a combinationo f these.
As learners,w e find that we have strengthsa nd weaknessesa,n d as a result of thesew e developp referred
ways of learning.T raditionally,l anguagel earning in schoolh as emphasiseda ural input and text-based
learning,b ut thesea re not necessarilyth e best or only ways lor all studentst o learn.A warenesso f the
value of other modeso f learning is leadingt eacherst o attemptt o broadent heir approachs o as to cater
for a wider range of learning needsa nd preferences0. nly in this way, we are discovering,c an teaching
and learning becomem ore effective.
MiniJtashcardsa rev isual and tactile materialsw hich help modern languaget eacherst o provide
opportunitiesf or learning which are more multisensoryi n their appeala nd which, hecauseo f their
flixibility, can be useclt o meet a wiclerr ange of learning needst han textbookso n their own can provide.
The emphasiso n games-typea ctivitiesi s deliberates, incet he acquisitiono f foreign languages kills is as
much practicala s it is academic,a nd it is only through frequentp racticet hat the learnerc an become
sufficientlyf amiliar with the languagep resentedto be confidente nought o use it for him/herself.C onstant
repetition,h owever,c an be demotivating.B y incorporatingn ew vocabularya nd grammaticals tructures
into game-likes ituationsi n which the elementsa ppeari n randomiseda nd enjoyablec ombinations,
learners'i nvolvementi n the learning processc an be engagedm ore effectivelya nd sustainedf or longer
than is often the casew ith textbook exercisesG. ames ituations,i f designedw ith learning goals clearly in
mind, can provide stimulating and challengingw ork which can supportt hosew ith learning difficulties
and promotet he learning of our most gifted students.
WaysM iniflashcardcsa nb e usedt o promotee ffectivele arning:
Supportingm ultisensorya pproachesw ith materialsw hich are
o tactile
r visual
o designedf or active use
Making languageu isibleb y prouiding uisualp rompts and manipulables tructuresfo r
o vocabularyI earning
o patternso f language
o helping to build or reinforcec oncepts
o making sequencesa nd relationshipsb etweenw ords more explicit
. encouragingt he transfero f languages kills acrosst opic areas
Supportingd ffirentiation: Prouidingc hallengesa ppropriatef or classeso f all abilities and mircd abilities
o flexible materials support hundreds of differentiated activities
o interesti s maintainedf or longer,s o learning is more secure
o activitiesc an be as simple or as demandinga s the teacherw ishes
o materialss upport acquisitiono f complex grammarp oints as well as simplev ocabulary
. materialsc an be usedi n ways which stimulatec reativeu se of languagea cquired
o materialsl end themselvesb oth to self-monitoringa nd to teachera ssessment
Supp orting indepe ndentl earning
. gamesa nd activitiese ngagea nd motivate learnerst o work with minimal teacheri nteruention
o materialsf acilitates elf-monitoringa nd encouragele arnerst o achievem astery
e activitiesu sing the materialsc an be devisedb y iearnerst hemselves
o visuals can be usedt o provide on-going support for learnerse ncounteringd ifficulties
Supp orting co-operatiuele arning
o providesa putposef or group work
o facilitatess ocial aspectso f learning together,e .g.,t urn taking
e providesc ontext for learningw ith and from peers
Building conjldence
o activitiesi nvolve learnersi n ways which they can managew ith ease
o flexible materialsp rovide as much varied practicea s is required
o non-threateningc ontexts( successo r failure turns on luck as well as skill, encouragingr isk-taking,
protectings elf-esteema nd allowing learning to continue)
o through self-monitoringt he learnerb ecomesa ware of the effectiveness- or othervrise- of her/his
own learning,a nd so can continueu ntil confident
Motiuating
. gamesa re fun
o working with othersi s fun
. more sensesa re engaged
o providesr easonsf or speaking,r eading,l istening,w riling now
o practice- > confidence- ) success+ motivation
Promotingc reatiuity
o materialsc an provide the starting point or springboardf or further linguistic development *
o picturesa nd groupso r sequenceso f picturesc an trigger learners'o wn ideasa nd language,w hereas
'given'
text can have the effect of restrictingl earnerst o the language
o creativea ctivitiesc an easilyb e devisedu sing the samem aterialsu sedf or gameso r practicea ctivities
o activitiesu sing the materialsc an be devisedb y learnerst hemselves
. by using the target languagew hile involved in gameso r activities,l earnersa re using it 'for real'
-
o learnersa re encouragedto adapt languagef or use in new and unpredictables ituations
Making fficient use of resourcesb, y prouiding materialsw hich areJ lerible, coste ffectiuea nd timesauing
o the materialsc an be usedb y learnersi n any class,a t any age or level, including adults
. they can be usedw ith whole class,g roupso r individuals
o the materialsc an support activitiesa t various stageso f the languagep rogramme,e .g.,p resentation,
practice,d iagnosis,a ssessmenrt,e vision,r eference
o the samee lementsc an be combinedi n many different ways to support almost any topic
. they can be usedt o supportl anguagel earning in any language,o r in a range of languages
o many of the gamesm aterialsa re ready made,e asilyp ortablea nd ready to be used any.where
o the photocopiablem aterialsc an be cut up, enlarged,c oloured,e tc. to suit individual learning needs
. templatesa re provided for adding further items to suit the classo r individual learners
o m?ily ideasf or simple gamesa nd activitiesa re provided
2 Encou ragin gcreativeu seo f language
Gamesc an be an effectivew ay of motivating learnerst o practiseb asicv ocabularya nd structurest o the
point where they can use them confidently.S omeo f the gamesd escribedin this book go further than
this, encouragingl earnerst o combinee lementso f languaget hey have alreadya cquiredt o producen ew
forms of the languaget o suit new situations.
The materialss uppliedi n this MiniJTashcardpsa ck can be usedi n many other ways to supportt he
creativeu se of language.A few examplesa re given below.
Say what you think a person's thinking Imagine a conversation
between 2 people
Give a simple
description of an item
Say what's happening in
the picture
Say what you think
a person's saying
Makea sentencea bout the
picturew here you
fi:Zt:,F,
Give the coffect part
Say how you feel or if
of a verb to match
the pronoun you like or dislike
Give a command
Say sometfiing with Ask a guestron
a number in it Make a negative
(e.g. for counting, Prices, Say sometfiing in the
times of the daY) past, present, future
Say what colour sometfilng is
3 Suggestionfosr usingt he materilas
This book containst he copymastersto accompanyM iniflashcards.H owever,t he book can also be useda s
a freestandingp hotocopiabler esource.
TheM aterials
o B setso f playing cardsa nd/or copymasters:
Food and Drink; Leisure;T rauel;W eathera nd Calendar;P eoplea nd Jobs; Vital Verbs;H appy
Holidays;R ound the Town
o 9 spinners:
QuestionP; ronoun;C olourI ; Colour2 ; TensesM; ood/Facesl;) -section; I2-section:2T-section
Howt o preparteh e photocopiabrlees ources
The copymastersc an be preparedi n a variety of ways to suit the needsa nd learningp referenceso f your
classes.
' They can be photocopiedo nto paper,f or use as handoutso r worksheets.
. They can be enlarged,f or display or for making flashcards.
' They can be copiedo nto card,p erhapse nlarged,a nd then cut to make individual cardsf or {ames
and activities.
o Text can be addedb eneathp ictureso r on the backs of cards.
o For maximum durability,v isuals can be copiedo nto paper,g lued onto thick card and coveredw itn
plastic.
' They can be photocopiedo nto acetatet o createt ransparenciefso r use on the OHP.
o Oncec opied,v isuals can be combinedo r groupedt o make display materials,o r usedt o compile a
picture dictionary or topic referenceb ook.
t Blank mastersc an be usedt o createn ew setso f visuals,t o make matching text cardsa nd new games.
Usingth ev isuals
The visuals can be usedt o support classroomw ork in a number of differentw ays. For example,a visual
can
o be usedt o introducea new word or phrase;
' servea s a prompt for the production of the spokenw ord or phrasei n a practiceo r review exercise.
. servea s a remindero f the meaning of the associatedw ritten word or phrase;
o provide the startingp oint for introducing or revising relatedv ocabulary;
o be usedi n combinationw ith one or more other prompts to illustratea structure;
o provide one of a serieso f examplest o practisea teachingp oint;
o be usedi n conjunctionw ith a die or spinnert o provide randomisedp romptsf or practiceo r
ASSCSSlnCNI.
Someo f thesef unctionsw ill be more appropriatet han othersa t different stagesi n the teaching
programme.
Presentation
The teacheri ntroducesn ew vocabularya nd phrasesr, eferringt o the visualsp reparedf or the OHp or as
flashcardsP. rovidep lenty of opportunity for the languaget o be heard and practisedu nobtrusivelyb efore
'Chorus
anyone is called on to perform alone. work' and repetitioni s useful at this stage.E ncourage
learnerst o experimentw ith their voices,r epeatingt he new words and expressionse mphatically,s oftly,
angrily, questioningly,e tc.T his helpst o avoid monotony and encouragesle arnerst o get usedt o
experimentingw ith intonation as well as pronunciation.
Learnersw ho are good at processings ound input will quickly begin to associatev isuals and sound and be
able to reproducet he soundsa ccurately;o thersw ill find it helpful to be able to seet he written words as
well, so introduction of the written form should not be too long delayed.T his is the stagea t which to
draw attention to the important phonetic aspectso f the written word, so that learnersw ill be able to work
out the correctp ronunciationf or themselvesi,f at a later staget hey needt o refer back to the items beinq
nresentedn ow.
Practicaec tivitieas ndg ames
Oncet he learnersh ave becomes ufficiently familiar with the new elementst o be reasonablys ure of
pronouncingt hem correctly,i ndividual or group activitiesa nd gamesc an be set up. Thesea ctivitiesw ill
help the learnerst o improve their familiarity with the new languagea nd begin to transferi t to long-term
memory.A t this staget hey should be encouragedto ask for confirmation of any vocabularyo r
pronunciationt hey may find they have forgotten or are not sure of.
Section5 offers suggestionsfo r activitiesa nd gamesw hich can be usedw ith any of the visualsi n this
book to achievea range of learning outcomes.S ection7 offerss uggestionss pecificallyr elatedt o
particulars etso f visuals in this book.
IVIosto f the activitiess uggestedin Sections5 , 6 and 7 are basedo n traditional gamesa nd will be
familiar.Y oungerl earnersa re usually very good at making up their own variations of theseg ames.T he
important thing is that they are actively using the languagei n a practical,m eaningfulw ay, and also
having fun. Although some gamesc an be noisy or boisteroust,h e effort learnersb ring to them can be
considerableA. dults usually respondju st as positivelya s younger learners;u sing languagei n the context
'in
of a game can help them to overcomei nitial shynessa bout using the language public'.
For extendedp ractice,l earnersc an be directedt o move round the room at timed intervals,c hanging
partnerso r groupsr epeatedlyI.n some of the games,s uccessre lieso n good co-operationb etweenp layers.
gther gamesa re very competitive.H ere the teacherm ay wish to give somet hought on how best to
involve the weakers tudent.T he competitiveg amesc an be made into exciting team events,w ith a time
elementb eing introduced,o r with studentsr ushing out to the front with the correctc ard(s).H owever,
thesen eedt o be played in a hazardf ree area!
Most gamesw ill last between5 and 15 minutes;w riting gamesc an take longer.T ime should also be
allowed for debriefing.S tudentsc an discussa ny difficultiest hey encounteredt,h e effectivenesso f the
activity, and how it could be varied, amendedo r extendedt o fit their own needs/interests/experience.
Usingth et argetla nguage
The gamess hould be playedu sing the target language.A player who failed to use the target language
might be requiredt o go back to the beginning of the game and start again.L earnersw ill needt o be
taught appropriatel anguaget o use beforee mbarkingo n the activities.
Self-assessmeanst p arto f learning
Activities and gamesb asedo n cardsa re particularlyu seful for helping learnerst o becomea ware of
techniquesf or monitoring their own progressI.t is easyt o test yourself,o r a partner,b y counting the
number of cardsc orrectlyi dentified in the target language.T hesec ardsc an then be discardedt emporarily
while the lessw ell known cardsa re reworked,b ringing all cardst ogetherf or a further test afterwards.
Teachears sessment
This can take place
o during a teacherc ontrolleda ctivity on the OHP.
. by observingi ndividualsa nd groupsa t work.
. by joining in activitiesw ith an individual or group.
o in groups,u sing the foreign languagea ssistanto r more advancedl earnerw ho may be present.
. by providing individualso r groupsw ith a worksheett o complete,b asedo n the samev isuals.
Such feedbackp rovidest he teacherw ith information for future reteachingo r for planning future work.
