USING FLASHCARDS AND WORD CARDS WEBINAR ? May, 2012

1. USING FLASHCARDS AND WORD CARDSWEBINAR? May, 2012 Wendy Arnold www.elt-consultants.com wendy@elt-consultants.com www.elt-consultants.com

2. Why use flashcards? REVIEWLEARNING STYLES

3. What do you know about learning styles?

4. Learning styles Children have different learning styles. Visual learners learn best when they have lots of : • pictures • real items • people’s faces • gestures as stimuli. Auditory learners learn most effectively: • from hearing new language • being given lots of opportunity to speak. Kinestheticlearners benefit: From linking language to action (this can be a challenge in the classroom).

5. LEARNING STYLES Teaching the way that learners learn

6. The multisensory approach We know that learning is made more meaningful by acknowledging that learners learn in different way. Children are no exception, they need VISUAL AUDITORY KINESTHETIC activities

7. VISUAL learners make sense of the world through their Day 1 - Tea

8. VISUAL

9. VISUAL Day 1 - Teacher training

10. VISUAL http://www.wordle.net/gallery?start=842301 ANGRY ROUND AND ROUND up and down Day 1 - Teacher training

11. AUDITORY learners make sense through their

13. KINESTHETIC learners make sense through their

14. KINESTHETIC

15. English for Palestine has been designed to meet all these learnerneeds and to motivate learners of different abilities.

16. What type of learner are you? Why do you think it is useful to know your learning style as a teacher? Teachers tend to teach in the learning type they are strongest and this might mean they are not doing enough for the other learning styles!

17. Workshop 5 TEACHING USING FLASHCARDS AND WORD CARDS

18. WORD CARDS REMEMBER You can make your own word cards! This may be an option if the pupils at the back of the classroom struggle to read the text from a distance. OR You can download the word cards from the website www.englishforpalestine.com password: Palestine – BUT PRINT THEM A4 SIZE!

19. MAKING WORD CARDS • Use A4 paper or card • Draw writing lines to make your writing neat and tidy • Decide on ONE writing style • Use pencil first • Go over the pencil with a thick marker pen • Don’t squeeze the words in!

20. WORD CARDSMake a template! _______________________________________ _______________________________________ _______________________________________ _______________________________________

21. Draw the lines with pencil

22. Write the text in pencil

23. Trace over the pencil lines with a marker pen

24. This is A4 paper, DON’T squash the letters – this is the size you need!

25. Games using flashcards

26. Matching using word cards and flashcards

27. I spy (Grades 1,2,3,4,5,6) • You can play this game using the classroom, the poster or flashcards. Say, e.g. I spy something yellow. / I spy something beginning with w. The children have to look round the room/ on the poster / on the flashcards and guess what the thing is, e.g. a yellow ball, a window, etc. • Once children are familiar with the game, they can play in pairs / small groups, taking turns to say I spy … • This is a good game for practising speaking and vocabulary.

28. I spy I spy something beginning with bbbbbbb

29. Yes or no? (Grades 1,2,3) • Show flashcards one by one. • Sometimes give the correct word and sometimes the wrong one. • If correct, then the children repeat it. • If incorrect, the children do not say the word and they cross their arms. • You can make the game more challenging by getting the children to correct you, e.g. No, dog. or No, it’s a dog.

30. These are bags!

31. Look and guess (Grades 1,2,3) • Cover a flashcard picture with paper. • Reveal the picture gradually. • The children guess what it is from the detail.

33. Making words (Grades 1,2,3,4) • Put the letter flashcards for a word (e.g. b, a, g) on the board in random order. • The children work out the word, putting the letters in the correct order. • At this stage make sure you choose simple words that are spelled phonetically – i.e. there is a simple and direct correlation between the sound and written form of the letters (so cat, dog, etc., not date or goat). • You can make the activity easier by supplying the picture flashcards for support.

34. Making words g d o

35. Letter/Sound matching (Grades 1,2) • Display picture flashcards and the letter wordcards for the starting sounds of the pictures for the children to match (e.g. bag and b).

36. o

37. Games used in Period 6BUT all these games can beused from Grades 1 to 6

38. What’s missing? / Who’s missing? (Grade 1,2,3,4,5,6) • Show a set of flashcards (or wordcards you have made). • Give the children a fixed amount of time to look at the pictures/words and memorise them. • Tell them to close their eyes, then remove one of the cards. • The children tell you which card has been removed.

39. date orange

40. Sets (Grades 1,2) • Choose two sets of flashcards. • Write up a heading for each,e.g. Food (with a small drawing of an egg) and Animals (with a small drawing of a cat). • Shuffle the flashcards and leave them face down on your desk. • Put the class into two teams. • Each team takes it in turn to send two children to the front. • One takes a card and says the word. The other puts it in the correct set. • The rest of the class says whether they are correct or not. • Each child wins 1 point for getting the right topic set. You can make the game more challenging by using more than two sets.

41. Animals Food

42. The memory game (Grade 1) • Put the class into four teams. • Choose and display four flashcards, three from one set and one from another. • Elicit the words. • Give the children 20 seconds to look at the cards and memorise them. • Then take the cards down. • Ask Team 1 to tell you what the cards were: they score 1 point for each one they can remember. If they remember them all, they get a bonus point. • If they forget some, the other teams get the chance to ‘steal’ double-points: they get 2 points for every missing item. • Repeat with different sequences of cards, with a different team answering first each time. • The team with the most points is the winner. • You can make the game more challenging by increasing the number of flashcards and choosing randomly from different sets. Day 2 - Teacher training

44. Odd one out (Grades 1,2) • Display in random order three flashcards from one unit and one from another unit, e.g. meat, kunafeh, ice cream,butterfly. • The children identify the odd one out, giving a reason (in Arabic if necessary), e.g. butterfly is an animal not a food. Accept any reasonable answer.

45. Day 2 - Teacher training

46. The picture game (Grade 1)(PICTURE RUNNING RACE DICTATION) • Put the class into four teams: 1, 2, 3 and 4. • Give each team a piece of paper. Put one flashcard set and the number flashcards in two piles, face down, at the front of the class. • One child from each team comes to the front of the class. • Show them the top card from each pile, without showing the rest of the class. • The children run back to their team and tell another team member what to draw (e.g. six pencils.) • The first team to show you a correct drawing wins 2 points; the second team wins 1 point. • Repeat until all the children have had a turn at being the runner and the person drawing. • The team with the most points wins.

47. 5

48. THANK YOU 