Teaching Tips 2: Using Flashcards in the Classroom

Teaching Tips 2: Using Flashcards in the Classroom

November 24, 2019 15 By Stanley Isaacs


Everybody!
(All) One apple. But he was still hungry! It’s got such character, the book, the image
of it, the fruit, the way it’s drawn, the caterpillar – it’s very distinctive. Five oranges. We talked a lot about what the caterpillar
ate before, and we talk about the days of the week as part of the routine every day, so it was putting it all together. Jade. What day comes next? Well done! Everybody?
Friday! I like to keep a balance in my classes between
using the IWB and more hands-on activities because obviously different kinds of activities
appeal to different types of learner. It was a very hands-on, tactile activity.
It appeals to kinaesthetic learners. It’s still very visual, there’s an auditory element
to it as well because we’re constantly saying the language and listening to our peers and
our teacher saying the language. And it gives the students ownership over it too. In the
first part of the activity, they’re picking up the flashcard and giving it to me which
acts as an incentive as well for them to raise their hands.
It’s one of the big reasons you see hands shooting up because they know they’re going
to get their hands on something and get to do something.
One lollipop… One piece of…cherry pie
Oh lovely over here! There he is!
Monday he ate one… We do the days of the week then we move the
fruit to under the days of the week. Then we move that onto the caterpillar. So that
was another repetition and review of the language, another practice of the language, which, if
you did all that on a whiteboard, you’d be repeating exactly the same thing again, whereas
that added another dimension to it. Those flashcards I can do things like getting
students up and giving them the days of the week, getting them to sort themselves into
the right order and then giving other students fruit and they’ve got to find the person who’s
got the day of the week that goes with their fruit.
The caterpillar will be left on the wall and used in further lessons to review the language
at the beginning, and also as an independent activity for students who finish their work
quickly, or who I feel could do with a little more practice with me. I can let them do that
independently and they can take the flashcards off and stick them all back on again.
Those flashcards are shaped like the fruit but if you had left them as a rectangle, you could do Pelmanism, matching the different cards. Retelling the story as well, working with a small group of students or with the whole class. ♫ We’re going to the zoo
To see a kangaroo We’re going to the zoo
To see a kangaroo and a lion too We’re going to the zoo.
The monkey’s swing and climb They know it’s feeding time
The polar bear and seals
Enjoy their fishy meal We’re going to the zoo
To see a kangaroo We’re going to the zoo
To see a kangaroo And a lion too
We’re going to the zoo.