Fun with flash cards

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150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com

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Fun with flash cards

  1. 1. What are some namesof Egyptian gods?ENGLISHA resource book with printableflashcards activities© 2012 LEARNMORE PROJECTS150+ ideas for using flashcardsin the classroomFUN WITHFLASHCARDSVERONICAGELFGREN
  2. 2. VERONICAGELFGRENFun with Flashcards150+ IDEAS FOR USINGFLASHCARDSINTHECLASSROOM
  3. 3. Fun with Flashcards. 150+ ideas for using flashcards in the classroomThis book is also available in Swedish.Written by Veronica GelfgrenIllustrations: Petra Karin Bergström and Annette HansenProofreading: Kim TheakstonEditing: Marja-Liisa HeleniusMaterial coordination: Bianca BiroGraphic Design and Layout: Alin Holda and Learmore ProjectsPUBLISHED WITH SUPPORT FROM SVENSKA KULTURFONDENOTHER MATERIAL IN THE LEARNMORE PROJECTS SERIES:Dagbok skriven av en elev i svenska. Written by Bianca Biro and Veronica GelfgrenVocabulary and picture prompts for language teaching - book 1 and 2. Written by Veronica GelfgrenLEARNWELL CARDS ™Vocabulary cards. Mixed picturesVocabulary cards. AnimalsGrammar cards. Prepositions of place (in, on, at)Grammatikkort. TidsuttryckGrammatikkort. Oregelbundna verb i preteritumISBN 978-952-5733-09-9© 2012 LEARNMORE PROJECTS. All rights reserved. Learnmore Projects allows teachers todownload / copy and print worksheets in this book for classroom use.Tel: +358 50 531 1453E-mail: office@learnmera.comwww.learnmera.com
  4. 4. Introduction Introduktion 1Vocabulary5Alphabet87Grammar 101Associations, synonyms and opposites 150Comprehension with flashcards 167Differences 170Mathematics 178Money, numbers, time and currency 196Pronunciation 209The phonetic alphabet 216Dictation 228Discussion 237QQ Cards 254Role-Play 272Bonus ideas 275Empty flashcards 325Index
  5. 5. IntroductionThis is a teacher’s manual for using flashcards in the classroom. You will find here examples ofhow to use flashcards in teaching foreign languages and many other subjects. Examples and pic-tures are available in our material bank at http://teachers.thelanguagemenu.comWHY SHOULD YOU USE FLASHCARDS?Different students learn in different ways, and it is important to make use of visual teachingmethods since studies show that the majority of students learn through visual means. Flashcardsare clear and colourful, and they can have a positive effect on the visual learning process of thestudents.Flashcards can be used for any subject, for example elementary or more advanced languagetraining (vocabulary and grammar), mathematics, biology and geography.Flashcards are easy-to-use and handy resources for teachers and they can be used on any classlevel. They are excellent for presenting vocabulary, drilling and repetition. For many students, us-ing flashcards is a fun way to learn new vocabulary and grammar.WHEN AND WHERE CAN YOU USE FLASHCARDS?Flashcards function well in individual work, pair and group work. Students can ask each otherquestions and help using flashcards. They can use pictures to learn new vocabulary and expres-sions, then move on to simple pictures and word cards, and finally to exercises and activitiesusing flashcards.Flashcards are a quick and easy way to make use of visual means to help students learn and drillvocabulary. Both children and adults profit from flashcards in their learning process.Flashcards can be dealt out to children who finish their assignments earlier, or to be used ingroups. Children who can read can use flashcards with pictures and flashcards with words andcombine them.IN WHICH WAY CAN FLASHCARDS BE USED?Flashcards can be printed with different backgrounds and frames, in different sizes and fonts.“Headline” cards can be made when dealing with different themes. You can laminate the cardsto make them more durable.When new vocabulary is presented in class, new sets of cards can easily be made each week,and kept in a “word box” where they are accessible for exercises and revision when needed.Flashcards can also be made with magnetic paper or tape on the backside. In this way, they canbe attached to metal surfaces in the classroom or conference room.WHAT YOU NEED TO MAKE THE CARDS• Internet access, address: http://eng.teachers.thelanguagemenu.com, and printer• A4 paper in different colours• laminating machine• laminating pockets• scissors• rubber bands• magnetic paper or tape
  6. 6. 2 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.comAREAS OF APPLICATIONThis e-book presents ideas and examples on how the flashcards can be used in 14 differ-ent areas of classroom instruction. The games can be combined with an example work-sheet and can then be applied in many other areas. Use your imagination and get an extra“bounce” in the lessons.In addition to the flashcards that are presented in this book, it is also possible to make aseries of worksheets with the 18 different language tools available on our websitehttp://teachers.thelanguagemenu.com/.The teacher can include specific vocabulary in several different kinds of exercises, until thestudents master them.LEXICONFlashcards are invaluable for teachers who teach small children, school children and adults.Combine flashcards with words and flashcards with pictures and you have hundreds of dif-ferent games and exercises done for your lessons. The varying methods allow students tostay focused instead of getting bored with repetitive drilling activities.THE ALPHABETThe alphabet is an important learning area for pre-school children and for adult studentswhose first language does not have the Latin alphabet or Latin symbols. Use different meth-ods with pictures, words, or only with letters or phonetic letters to find the most appropriateway for your students to learn them.PRONUNCIATIONPronunciation cards are very useful because students can practice words and pronuncia-tion in several ways while learning to communicate effortlessly.GRAMMARTeaching grammar does not always have to be about theory, translations, written exercisesand fill in the gaps exercises. By using grammar flashcard games, you can combine gram-mar theory while doing the exercises orally, and the students learn to communicate at thesame time.This is a modern technique that has become more common during language training les-sons for adults, where students often are more concerned about their communication skillsthan their written skills.DISCUSSIONAn important part of everyday life and communication is being able to ask questions, giveanswers, express opinions and provide descriptions. The discussion cards are used to sparkconversations, such as how to get acquainted with each other or talk about news and cur-rent events. Your students learn to use their imagination to form long sentences and en-gage in conversation. It will be easier for students to learn new words that are connected tospecific topics when introduced to them on flashcards with keywords and/or pictures, and
  7. 7. FUN WITH FLASHCARDS | 3PHOTOCOPIABLE © Learnmore Projects www.learnmera.comto pick up a topic of discussions with the help of keywords.Debate cards can be used in classes with older students to liven up the conversation by divid-ing students in groups of pros and cons.QUIZ CARDSInstead of only written tests, quiz cards can be used to vary the methods used to test stu-dents’ skills, making the test itself into a fun game. Quizzes that are suitable for your studentscan be compiled on various subjects and themes and for different levels. For students atlower levels, quizzes may also include multiple choice questions.Instead of simply testing the students’ knowledge, try using the cards in this way! It can giveyour students a different perspective and stimulate discussion around a theme. Individualshave the ability to learn while listening to the other students’ comments about the theme.ROLE PLAYYou can encourage the students to learn in a fun way with the help of role-play cards. The stu-dents can use their existing vocabulary and learn new words in a foreign language. Role-playcards can also provide support in developing imagination and improvisation. These flashcardscan be informative; improve communication skills, and they can be used as a supplementwhen teaching the cultural aspect of the language, such as manners and customer service indifferent countries.FLASHCARDS WITH ASSOCIATIONS, SYNONYMS AND OPPOSITESTeachers can use flashcards with associations, synonyms and opposites to enrich the stu-dents’ vocabulary. These games develop both vocabulary and language fluency. In thesegames, students are encouraged to independently develop their vocabulary – it is faster andmore stimulating than having the teacher explain the word.LANGUAGE COMPREHENSIONFlashcards can be valuable in activities related to language comprehension and listening, butthis requires a little more preparation by the teacher. Keywords are good to remember, andthey should be used to strengthen the immediate language understanding in an auditory task.FLASHCARDS – DIFFERENCESThese flashcards include activities with the purpose of learning the myriad of language differ-ences that exist between native speakers of the same language coming from different coun-tries (e.g. U.S. English and British English, Standard Swedish and Finnish Swedish).FLASHCARDS FOR DICTATION AND READINGThe purpose of the dictation cards is to make it easier for students to learn spelling by readingthe cards first. Ready-made cards with texts can be a great way to prepare for lessons. Makeabout 10 sets of cards for each unit, laminate them – and you have complete sets of dictationcards for several years to come. Preparing durable flashcards can therefore also shorten thelesson preparation time for teachers.Text cards can be a great tool for both teachers and students. You will notice that it is easy tolearn with text cards. They are designed to make reading easier – phonetics, pronunciation,character recognition, grammar, etc. Text cards might make it easier for the teacher to assess
  8. 8. PHOTOCOPIABLE © Learnmore Projects www.learnmera.comif the student has really learned the topic taught in class.FLASHCARD WITH MATHEMATICSMath cards can be used for addition, subtraction, division, multiplication, etc. Sometimes it iseasier to learn with flashcards than in any other manner during the lesson. When the teacherpresents the rules of mathematics, students can practice with flashcards. Why not also makeflashcards with the rules and give them to the students? Use the cards for repetition of theprevious lesson. You get immediate feedback on how well the class learned the topic, and youcan focus on the next steps in instruction.FLASHCARDS WITH NUMBERS, MONEY AND TIMEIt is important for everyone to know the numbers, the ordinals, dates and the time. It can bedifficult for adults learning a new language and for young children to master these. The variousexercises and games with these cards make learning fun.FLASHCARDS IN FOREIGN LANGUAGESLanguage teachers may come to realize that flashcards with pictures and flashcards withwords are priceless when new vocabulary is presented. In the case of immersion, this is theeasiest and fastest learning method. If you use both the students’ first language and targetlanguage, bilingual flashcards can be very helpful. In addition to flashcards, you can also makebilingual worksheets (http://teachers.thelanguagemenu.com) to enhance the learning pro-cess.4 |  FUN WITH FLASHCARDS
  9. 9. V OCA BU LARY
  10. 10. 6 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com1. RHYMES AND LINES FLASHCARDS2. VOCABULARY INTRODUCTIONDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabulary / learn a songGroup size: 2+Preparation time: 10-15 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards, CD and a CD playerMaterial example: “Incy Wincy Spider” flashcards with picturesDescription: Present songs and stories with key vocabulary and pictures using flashcardsand encourage your learners to interact both verbally and non-verbally through actions, mimeand repetition. Play or sing the song, show the flashcard pictures as they are mentioned in thesong or story. Let the students sing it again, this time you only show the cards.Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediateObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Introduce each vocabulary item with the flashcards and ask the students toexplain/describe additional details (e.g. explain what an elephant looks like, how it moves, whatsound it makes).
  11. 11. FUN WITH FLASHCARDS | 7PHOTOCOPIABLE © Learnmore Projects www.learnmera.com3. ANIMALS AND MORE4. FIND THE PICTUREDiscipline: language classes / basic vocabularyGrade levels: intermediate / adult language educationObjectives: to learn more animal related vocabularyGroup size: 2+Preparation time: 10-15 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards and word flashcardsMaterial example: Animal picture flashcards and word flashcards with thefemale, male and baby names of the animals.Description: Use the animal picture flashcards to introduce the vocabulary, and add theword-cards to the game. Let the students match the correct words with the correct picture first,and then remove the word-cards and drill the vocabulary by showing an animal and asking stu-dents for the name of the female, male, babies, living area and group.Discipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 2+Preparation time: 10 minutesTeaching duration: 10-15 minutes to make, print and laminate thecardsMaterial needed: Picture flashcardsMaterial example: Mixed picture vocabulary flashcardsDescription: Place the flashcards around the classroom (on the wall, door, window, chairs,floor) and ask your students to point to, or go up to the correct flashcard when they hear it.
  12. 12. 8 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com5. SHOW TELL6. STORY CARDSDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2+Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Give each of your students a set of flashcards and ask them to show you thecorrect card when they hear the item spoken. For example,“Show me a cat!”“Hands up if you’ve got a dog!”“Stand up if you have the horse!”This activity also works very well in teams with each team given an equal number of flash-cards - the first team to show you the correct item scores one point!Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediateObjectives: to learn vocabulary, imaginationGroup size: 2+Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-20 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: Place the cards on the table and ask the students to tell you a story connectingall the pictures.
  13. 13. FUN WITH FLASHCARDS | 9PHOTOCOPIABLE © Learnmore Projects www.learnmera.com7. VOCABULARY DRILL – VOCABULARY WITH PUNISHMENT8. VOCABULARY DRILL – CHANGING THE TONEDiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Household items picture flashcardsDescription: Use a set of cards to drill new words. If your student knows the word in thetarget language, give the students the card. If the student doesn’t remember the word, put thecard in the back of the pack to be shown again later. When the student has correctly identifiedall the words, choose a new category of cards. Your students will usually not want to see thesame card more than twice, and will probably make a serious effort to remember the word onthe second and third round, not to be “punished” again. For more advanced learners, you canuse bilingual word cards in different categories.Discipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 2+Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Choral drill the vocabulary on the flashcards, as a whole class, in teams or insmall groups in turn. This can be fun for younger students when drilled in different ways. Asyou show your students the cards, say the words in different ways (slowly, loudly, high-pitched,softly, quietly) or in different voices (like a rhinoceros, tiger or a parrot).
  14. 14. 10 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com9. VOCABULARY DRILL – REMOVE THE CARDS10. ANIMAL SOUNDSDiscipline: language classes / basic vocabularyGrade levels: children / beginners / adult language educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Household items picture flashcardsDescription: Place five or six flashcards in a line on the board or on a table so that everyonecan see them. Drill each item and then remove the last card. Drill again, up to and includingthe removed item. Remove another card. Continue in this way until all the flashcards have beenremoved and your students remember all the missing items!Discipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 4 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Ask your students to pretend they are an animal, (e.g. a dog, a parrot, a horseor maybe a robot). Then show them the flashcards one by one. As you show a card you say ananimal name. If you say the word that correctly matches the card, the students should repeatexactly what you say (sounding like an animal or a robot). However if you say the wrong wordthey should stay silent. For example:• Teacher: (showing the cat card) A cat!• Students: (pretending to be dogs, “bark out”) A cat!• Teacher: (showing the fish flashcard) A rabbit!• Students: (silence)
  15. 15. FUN WITH FLASHCARDS | 11PHOTOCOPIABLE © Learnmore Projects www.learnmera.com11. SHOUT VOCABULARY12. WHISPER AND RUN GAMEDiscipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 4 to 20Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-20 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Show your students the flashcards one by one, placing each card behind theother. Tell them that when they see the word ‘horse’, for instance, they must shout “Stop! horse!”Continue with a different animal/item until they have correctly identified each word (or picture)on each card.Discipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 6 to 20Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Divide the students into two teams. Place your flashcards around the room.Ask the students to line up in two rows. Whisper a word to the two first students at the sametime. Each student has to whisper the word to the next person in their row. When the last stu-dents in their team hear the word, they have to look around for the card, then run to pick it upand return it to their group. The group that brings back the card first gets one point. The studentwho was last in the line goes to the front of the line and is now first. Continue this game until allthe cards have been brought back to the teams. The team with the most points wins.
  16. 16. 12 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com13. RIGHT, RIGHT, LEFT WRONG14. BINGODiscipline: English language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2+Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Food picture flashcardsDescription: To drill vocabulary and the difference between right and wrong and right andleft, ask your students if they like the items on the flashcards. Your students can respond byputting up their left hand for ‘yes’, their right for ‘no’. Alternatively, they could call out ‘Yes, I do!’and ‘No, I don’t!’ To get students to use the new vocabulary, ask them to reply in full sentencesin the plural form of the item/word raising the correct hand as they reply: Yes, I do like bananas,No, I don’t like spinach.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2+Preparation time: 10 minutes to make, print and laminate the cards, 20minutes to make 20 different the bingo boardsTeaching duration: 15-20 minutesMaterial needed: Picture flashcardsMaterial example: Animal bingo board and animal picture flashcardsDescription: Give your students a bingo board, make several different ones with the bingogenerator, by choosing one set of items first, and then shuffling the pictures, this way you canhave as many different versions of the board as you have students. Place a complete set offlashcards into a box and pull them out one by one. The first player to cross off all the correctanimals on their bingo card horizontally or vertically shouts “Bingo!”Tip: You can make different kinds of bingo boards (either with pictures or with words) onlineat http://teachers.thelanguagemenu.com/
  17. 17. FUN WITH FLASHCARDS | 13PHOTOCOPIABLE © Learnmore Projects www.learnmera.com15. VOCABULARY NOUGHTS AND CROSSES16. CATEGORISING VOCABULARYDiscipline: language classes / basic vocabularyGrade levels: children / beginners / adult language educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cards, 5minutes to stick the magnet-tape on the back of each cardTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Numbered animals, fruit and vegetable picture flashcardsDescription: Select 9 picture flashcards, and number them 1-9. Draw a 3x3 grid on theboard, numbering the squares 1-9. Divide your learners into two teams, noughts (O) and cross-es (X). In turn, each team chooses a number between 1 and 9. If noughts chooses square 5,for example, show them flashcard 5 and ask them what it is. If they can correctly identify thecard, draw (O) in the square. Each team should try to choose squares that block the other frommaking three in a row, horizontally, vertically or diagonally.Discipline: language classes / vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Red and green fruits and vegetables, animal flashcards,household itemsDescription: Give each group a set of flashcards and ask the students to sort them intocategories. For young children, a mix of different flashcards can be categorized into colours. Forolder children and adult students, use more difficult categories.For example: Animal flashcards – sorted into four legs, two legs; those that can fly, thosethat can’t. Food cards can be sorted into fruits, vegetables, sweet and sour, to be eaten cookedor raw. Household items can be sorted into wood, plastic, solvents and fabrics.
  18. 18. 14 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com17. GUESS WHAT THIS IS18. GUESS WHAT THIS IS - WITH YOUR BACK TO THE BOARDDiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-30 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Place a number of flashcards on the board. Describe one of the animals on thecards without saying its name, for example, “It’s big…. It’s got wings… It can’t fly but it can run…”The team that guesses the correct animal wins a point.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 20Preparation time: 10 minutesTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Ask half of your class to sit with their backs to the board, the other half facingthem. Place a flashcard on the board. The students facing the board should describe the animalto their other half without saying what it is. The first player to guess the animal correctly wins apoint.
  19. 19. FUN WITH FLASHCARDS | 15PHOTOCOPIABLE © Learnmore Projects www.learnmera.com19. FLASHCARD RACE – ON THE BOARD20. FLASHCARD RACE – AROUND THE ROOMDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabulary, having some fun at the end of a classGroup size: 4 to 20Preparation time: 10 minutes to make, print and laminate the cards, 5minutes to adhere the magnet-tape on the back of each cardTeaching duration: 5-10 minutesMaterial needed: Picture flashcardsMaterial example: Fruit picture flashcardsDescription: Place the flashcards on the board. In teams, ask your students to line up alittle distance away from the board, but facing it. Ask your students to run and touch the cor-rect flashcard when they hear it. This is a fairly loud game with a lot of stomping around, butthe students will have fun. Use this game near the end of the lesson to avoid adrenaline boostsduring more “serious” teaching.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 4 to 20Preparation time: 10 minutes to make, print and laminate the cards, 5minutes to stick double-sided tape to the back of each cardTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Stick flashcards around the class. Say the name of one of the pictures andget the students to race to it. You can also add instructions to this game such as “hop to thestrawberry” or “if you have yellow clothes, swim to the fish” etc.
  20. 20. 16 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com21. SIMON SAYS WITH FLASHCARDS22. HIDE THE FLASHCARDDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 20Preparation time: 10 minutes to make, print and laminate the cards, 5minutes to stick double-sided tape to the back of each cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Mixed vocabulary picture flashcardsDescription: Stick flashcards around the class. Instruct your students by saying “Simonsays – go to the red flower.” The students should follow your instructions. If you leave out “Si-mon says” the students shouldn’t obey the instructions.Example:“Simon says – point to the yellow banana”. (The students point)“Put your index finger on the picture of an umbrella.” (The students do nothing)“Simon says – take three steps toward the bear.”(The students obey)Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 20Preparation time: 10 minutes10 minutes to make, print and laminate thecardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Fruit picture flashcardsDescription: Choose a student to go out of the classroom. Together with the rest of thestudents, decide on a hiding place for one flashcard. Ask the student to come back in and tofind the card. The other students help by saying the word on the card (e.g. “pear, pear”) loudlywhen the student is near the card, and in a whispering voice when far away from the card.
  21. 21. FUN WITH FLASHCARDS | 17PHOTOCOPIABLE © Learnmore Projects www.learnmera.com23. VOCABULARY GAME24. HELLODiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes10 minutes to make, print and laminate thecardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards, a ballMaterial example: Animal picture flashcardsDescription: Give a flashcard of an animal to each student. Start the game by showing yourown card and saying “I am a cat and I want to play with the dog” and throw a ball to the studentwith the picture of a dog. Then, the student with the dog has to react quickly and pass the ball toanother player “‘I am a dog and I want to play with the horse”. When all the students have usedtheir cards, deal out a new set of items and use different sentences. I am a chair and I want tobe placed next to the window. I am a banana and I want to grow next to the raspberries…etcDiscipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes 10 minutes to make, print and laminatethe cards, 5 minutes to stick double-sided tape to the back of eachcardTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Put the flashcards in different places in the room or on the wall and greetthem one after another (“Hello Mr Dog” to the dog picture). When the students have learnedthe vocabulary, start making deliberate errors for example; “Hello Mr Horse, how are you” whilespeaking to the cat. The students will want to correct you ‘No! That is Mr Cat, not Mr Horse!!
  22. 22. 18 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com25. DAILY ACTIVITIES QUESTIONS26. SNAPDiscipline: language classes / basic vocabularyGrade levels: intermediate / advanced / adult language educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 30-45 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: Use one pack of vocabulary cards or mix several different ones together andmake up questions involving one or more of the pictures. Example: A glass, a newspaper, a dog,a piece of cheese and a washing machine.Example questions: How often do you use your washing machine? Where in the house isyour washing machine? Do you wash your dog in the washing machine? Do you read a newspa-per while you play with your dog? Does your dog eat cheese? Where do you keep your glasses?Which newspaper do you have delivered to your home? Do you have cheese in the washingmachine? Does your dog drink from the glass? Can your dog read the newspaper?For easier or more difficult lessons vary this exercise with tenses.Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediateObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: Give each group of students a set of flashcards with two to four copies of eachcard. Ask the students to shuffle and deal out all the cards equally, face down. Each player nowhas a pile of cards. In turn, the players turn up a card, say what it is and place it in the middleof the table. If a player turns up a card which is the same as the previous one, the first player tosay “Snap!” wins all the cards and folds them down in front of them. The game ends when oneplayer has all the cards.
  23. 23. FUN WITH FLASHCARDS | 19PHOTOCOPIABLE © Learnmore Projects www.learnmera.com27. FLASHCARD MEMORY GAME28. FLASHCARD MEMORY GAME – BLINDDiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediateObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Food picture flashcardsDescription: Give each group of students a set of flashcards with two copies of each card.Spread the cards face down on the table. In turn, each player turns up two cards and says whatthey are. If they turn up the same cards, they keep the pair and have another go. If the cardsare different, they replace them and the next player has a go. The player with the most pairs isthe winner.Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Picture flashcardsDescription: Place the flashcards on the table. Ask your students to look at the cards andthen to close their eyes. Remove one card from the table. Tell the students to open their eyesand tell you which card is missing. For older students and for more of a challenge, increase thenumber of cards that you remove! This exercise is excellent to use for teaching vocabulary ofspecific categories, at all levels.
  24. 24. 20 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com29. FLASHCARD MEMORY GAME – BLIND IN WRITING30. ODD ONE OUTDiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes make, print and laminate the cardsTeaching duration: 15-20 minutesMaterial needed: Picture flashcards or word flashcardsMaterial example: Categorised word flashcardsDescription: Place the flashcards on the table. Ask your students to look at the cards forone minute and try to memorise all the items. The teacher turns all the cards face down andasks the students to write down all the items in their correct categories on the category work-sheet provided. This is a good exercise for checking spelling after the game.Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediateObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cards, 5minutes to adhere the magnet-tape on the back of each cardTeaching duration: 15-30 minutesMaterial needed: Picture flashcards, magnet-tapeMaterial example: Categories of animals with the odd one outDescription: Put some flashcards on the board. All the cards should be related to the samecategory, except for one. For example: horse, cat, dog, goose, gorilla (not found on a farm), cow,pig, chicken. Ask the students to find the odd one out and explain why it doesn’t belong to thatcategory.
  25. 25. FUN WITH FLASHCARDS | 21PHOTOCOPIABLE © Learnmore Projects www.learnmera.com31. CHARADES32. ON THE BACKDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 30-45 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: Give each student one card and ask the student to act out the illustration. Theother students have to guess what it is.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Choose a category and show the cards to the students. Place one card oneach student’s back and ask them go around looking at the other students’ cards, to find outwhat their own card is by eliminating the other students cards. The first student to work out hisor her card wins the game.
  26. 26. 22 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com33. THE A-Z VOCABULARY CHAIN34. DOUBLE TROUBLE-FLASHDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutesTeaching duration: 60 minutes+Material needed: Picture flashcardsMaterial example: ABC mixed picture flashcardsDescription: Place flashcards around the room. Choose one student to search for a card.Say aloud the first word, “apple”. The student has to find the corresponding flash-card. Whenthe flashcard has been found, say the second word, “banana”. Now the second student hasto first go to the picture of the apple and then find the picture of the banana. Choose anotherstudent and start the chain again ‘apple, banana, coconut...’. This game will make learning newvocabulary and the alphabet at the same time fun for young students.Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 15 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Appliances picture flashcardsDescription: A suggestion before the game: go through the new vocabulary by asking thestudents if they recognize the object in question. If no-one knows the answer, proceed to ex-plain what these items are for and their correct name.Make a triple set of picture flashcards (two sets for the students and one for yourself) forintroduction of new vocabulary. Deal the cards out to your students. Call out one of the words,and the two students with the corresponding picture run to the corner of the classroom, wherethe first one to arrive gets to drop the card in a box. The second student has to keep the cardand go back to the table again. The first person to get rid of all their cards wins the game.
  27. 27. FUN WITH FLASHCARDS | 23PHOTOCOPIABLE © Learnmore Projects www.learnmera.com35. SEARCHING FOR CARDS AND PRACTICING PREPOSITIONS ANDPAST SIMPLE36. INVISIBLE FLASHCARDSDiscipline: language classes / basic vocabulary and grammarGrade levels: children / beginners / intermediateObjectives: to learn vocabulary//prepositions/ simple pastGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 15-30 minutesMaterial needed: Picture flashcardsMaterial example: Clothing picture flashcards, worksheetDescription: Hide the cards around the room; on top of things, inside drawers, under books,attach some to the wall etc. Ask the students to look around for about 5-10 minutes, and towrite down what they find and where they found it, using as many different prepositions andverbs as possible. Ask them to read out aloud their answers about what they found. Example: Ifound a pair of black gloves in the drawer, I saw a parrot on the bookshelf, I picked up a cat fromthe pencil-case. Award points for every correctly used verb and preposition.Discipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: This activity highlights the impact of visual aids. It proves that the images“stick” in students’ minds. Attach flashcards to the board and draw a grid around them. Usea pen or a pointer to drill the words. Always point to the flashcard you are drilling. Graduallyremove the flashcards but continue to drill and point to the grid where the flashcard was. Stu-dents should be able to remember and continue as if the flashcards were still there. When allthe words have been removed from the board, give the students the cards and ask them towrite the word in the correct place on the grid.
  28. 28. 24 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com37. FACE DOWN EXPLANATIONS38. STEALING FLASHCARDSDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabulary/ asking questionsGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: Show a set of flashcards to the students and spread out the cards on a table.Turn all the cards face down then point to one of the cards and ask one student what it is. If theanswer is correct, the student gets the card and another go. When an answer is wrong chooseanother student to have a go. For more advanced students, use different questions like what isthis made of, to which category does this animal belong, where would you find this etc.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabulary / asking questionsGroup size: 4 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Fruit picture flashcardsDescription: Hold up the flashcards of the vocabulary you have introduced. The studentsshould ask for the item on the card. Example: “I would like to have an apple. Could I have thebanana, please?” The cards are then distributed around the class. One student is given thetask of remembering who has which card and they can then steal them back by asking for them.Example: “Do you have an apple? Are you holding the banana?”This game helps the students remember vocabulary as well as practicing questions andmaking requests. The game ends when one person has all the cards.
  29. 29. FUN WITH FLASHCARDS | 25PHOTOCOPIABLE © Learnmore Projects www.learnmera.com39. GO FISHDiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediateObjectives: to learn vocabulary related to specific topicsGroup size: 2 to 10Preparation time: 10-20 minutes to make, print and laminate the cardsTeaching duration: 15-30 minutesMaterial needed: Picture flashcards and word flashcardsMaterial example: Animal picture flashcards and word cards related toanimalsDescription: Use picture flashcards and word cards together to teach and categorize vo-cabulary related to animals/plants/ or any other category. For an animal example: make a setof picture cards with pictures of a pig, a horse, a cow etc. Also make a set of word cards withthe words; snout, sty, pig’s tail, cloven hoof, stallion, mare, foal, mane, stable, hoof, bull, calf,horns, barn…etc.Let the students play “go fish” with the sets. The students should ask “do you have any-thing related to a pig?” The other student then gives the cards related to the pig. If the setis complete, the student puts down the set. If the student who has been asked the questiondoesn’t have any words related to that area, he or she says “go fish”. The student who has col-lected most of the correct sets wins.Items examples:beach=wave, crab, suntan-lotion, jellyfish, towelkitchen=spoon, sieve, cookbook, mug, platecomputer=keyboard, mouse-pad, screenfarm=barn, hay, pitchfork, tractorFor more categories, log on to:http://eng.teachers.thelanguagemenu.com/material/Teachingmaterial
  30. 30. 26 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com40. PICTURE WORD MEMORY41. REVEAL THE WORDDiscipline: language classes / basic vocabularyGrade levels: children / beginners / intermediate / adult languageeducationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards and word flashcardsMaterial example: Profession picture cards and profession word cardsDescription: Give each group of students a set of flashcards, one set with pictures and oneset with words. Spread the cards out on the table face down. In turn, each player turns up twocards and tries to find the corresponding picture and word. If they find the correct cards, theykeep the pair and have another go. If the cards don’t match, they replace them and the nextplayer has a go. The player with the most pairs is the winner.Discipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards or word flashcardsMaterial example: Fruit picture flashcardsDescription: Cover the flashcard or word card with a piece of card and slowly reveal it. Stu-dents try to guess which one it is. Once the card is shown, chorally drill the word with the groupusing different intonation. You can also flip the card over very quickly so the students just get aquick glimpse of the word. Repeat until they have guessed the word.
  31. 31. FUN WITH FLASHCARDS | 27PHOTOCOPIABLE © Learnmore Projects www.learnmera.com42. PICTURE WORD DOMINO43. MEMORIZING THE WORD-SERIES GAMEDiscipline: language classes / basic vocabularyGrade levels: children / beginners /adult language educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture and word domino flashcardsMaterial example: Shapes picture flashcards and shapes word flashcardsDescription: Make a set of pictures and a set of word flashcards. Deal the cards to the stu-dents and ask them to match the pictures to the words. One player starts with one card facingup. The next player looks at his/her cards and adds either the picture next to the descriptiveword or the word for the picture on the table. If the student does not have any correspondingcards, the student loses his/her turn, and the next student continues. The player who has fin-ished all his or her cards, is the winner.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Mixed picture flashcardsDescription: Choose categories of vocabulary flashcards and put them on the blackboard.Then point to a series of ten cards very quickly. The students have to pay attention and try tomemorize the flashcards and the right order. Ask the students to say the ten words in the rightorder.
  32. 32. PHOTOCOPIABLE © Learnmore Projects www.learnmera.com44. FISHING FOR PAIRS45. ANIMAL TEXT MATCH FLASHDiscipline: language classes / basic vocabularyGrade levels: intermediate / advanced / adult language educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Accessories picture flashcardsDescription: Place a set of paired picture cards without text on the table for the studentsto see, then gather them up and deal out five cards to each student. In turns the students askeach other questions about their cards, to try to match up the pairs. The questions should beabout describing an action used with the item, and the person with the appropriate card replieswith the answer and gives them the card.Example: You wear this on your hand. It can be made of gold. It is a piece of jewellery.Answer: ringDiscipline: language classes / basic vocabularyGrade levels: beginners/ intermediate / adult language educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcards and text flashcardsMaterial example: Animal picture flashcards and animal sentenceflashcardsDescription: Give sets of text cards and picture cards to the students. Ask them to matchthe correct sentence with the picture. Let the students move around freely in class using thetarget language when asking questions from each other.Example: The student with the sentence “The hummingbird perched on a branch and sang”has to find the student with the picture of a hummingbird.28 |  FUN WITH FLASHCARDS
  33. 33. FUN WITH FLASHCARDS | 29Idea no. 1www.thelanguagemenu.com
  34. 34. 30 |  FUN WITH FLASHCARDSIdea no. 2www.thelanguagemenu.com
  35. 35. FUN WITH FLASHCARDS | 31Idea no. 3bear camel cat hencow crocodile dog duckelk elephant frog foxgiraffe horse kangaroo lionpanda polar bear pig parrotwww.thelanguagemenu.com
  36. 36. 32 |  FUN WITH FLASHCARDSIdea no. 3ram ewe lambrooster hen chickstallion mare foalbull cow calfboar sow pigletwww.thelanguagemenu.com
  37. 37. FUN WITH FLASHCARDS | 33Idea no. 4www.thelanguagemenu.com
  38. 38. 34 |  FUN WITH FLASHCARDSIdea no. 5www.thelanguagemenu.com
  39. 39. FUN WITH FLASHCARDS | 35Idea no. 6www.thelanguagemenu.com
  40. 40. 36 |  FUN WITH FLASHCARDSIdea no. 7www.thelanguagemenu.com
  41. 41. FUN WITH FLASHCARDS | 37Idea no. 8www.thelanguagemenu.com
  42. 42. 38 |  FUN WITH FLASHCARDSIdea no. 9www.thelanguagemenu.com
  43. 43. FUN WITH FLASHCARDS | 39Idea no. 10www.thelanguagemenu.com
  44. 44. 40 |  FUN WITH FLASHCARDSIdea no. 10www.thelanguagemenu.com
  45. 45. FUN WITH FLASHCARDS | 41Idea no. 13www.thelanguagemenu.com
  46. 46. 42 |  FUN WITH FLASHCARDSIdea no. 14Bingo with animalswww.thelanguagemenu.com
  47. 47. FUN WITH FLASHCARDS | 43Idea no. 14Bingo with annimalswww.thelanguagemenu.com
  48. 48. 44 |  FUN WITH FLASHCARDSIdea no. 14Bingo with animals 3www.thelanguagemenu.com
  49. 49. FUN WITH FLASHCARDS | 45Idea no. 14Bingo with animals 4www.thelanguagemenu.com
  50. 50. 46 |  FUN WITH FLASHCARDSIdea no. 14Bingo with animals 5www.thelanguagemenu.com
  51. 51. FUN WITH FLASHCARDS | 47Idea no. 151 2 34 5 67 8 9www.thelanguagemenu.com
  52. 52. 48 |  FUN WITH FLASHCARDSIdea no. 151 2 34 5 67 8 9www.thelanguagemenu.com
  53. 53. FUN WITH FLASHCARDS | 49Idea no. 151 2 34 5 67 8 9www.thelanguagemenu.com
  54. 54. 50 |  FUN WITH FLASHCARDSIdea no. 16www.thelanguagemenu.com
  55. 55. FUN WITH FLASHCARDS | 51Idea no. 16Categorize the body partsthe upper body the lower body the headwww.thelanguagemenu.com
  56. 56. 52 |  FUN WITH FLASHCARDSIdea no. 16www.thelanguagemenu.com
  57. 57. FUN WITH FLASHCARDS | 53Idea no. 17
  58. 58. 54 |  FUN WITH FLASHCARDSIdea no. 18www.thelanguagemenu.com
  59. 59. FUN WITH FLASHCARDS | 55Idea no. 19www.thelanguagemenu.com
  60. 60. 56 |  FUN WITH FLASHCARDSIdea no. 20 and 21www.thelanguagemenu.com
  61. 61. FUN WITH FLASHCARDS | 57Idea no. 22www.thelanguagemenu.com
  62. 62. 58 |  FUN WITH FLASHCARDSIdea no. 23www.thelanguagemenu.com
  63. 63. FUN WITH FLASHCARDS | 59Idea no. 25 and 26www.thelanguagemenu.com
  64. 64. 60 |  FUN WITH FLASHCARDSIdea no. 27www.thelanguagemenu.com
  65. 65. FUN WITH FLASHCARDS | 61Idea no. 28www.thelanguagemenu.com
  66. 66. 62 |  FUN WITH FLASHCARDSIdea no. 29aggressive anxious apologetic arrogantbashful confident envious frightenedfrustrated guilty happy horrifiedhot hung over interested jealousmischievous optimistic relieved sadwww.thelanguagemenu.com
  67. 67. FUN WITH FLASHCARDS | 63Idea no. 29porcupine raccoon tiger elephantrhinoceros hippopotamus flamingo eaglepheasant bee fox turtleowl whale bat reindeerkangaroo deer ostrich snakedolphin rooster turkey cheetahbuffalo warthog mole koalazebra hare shark gorillalizard bear crocodile hummingbirdguinea pig octopus dog rabbitwww.thelanguagemenu.com
  68. 68. 64 |  FUN WITH FLASHCARDSIdea no. 29Categorize the wordsAdjectives Animals Accessorieswww.thelanguagemenu.com
  69. 69. FUN WITH FLASHCARDS | 65Idea no. 29ring scarfbelt necklacebracelet handbagwatch broochwww.thelanguagemenu.com
  70. 70. 66 |  FUN WITH FLASHCARDSIdea no. 30www.thelanguagemenu.com
  71. 71. FUN WITH FLASHCARDS | 67Idea no. 31www.thelanguagemenu.com
  72. 72. 68 |  FUN WITH FLASHCARDSIdea no. 32www.thelanguagemenu.com
  73. 73. FUN WITH FLASHCARDS | 69Idea no. 33A BC DE FG HI Jwww.thelanguagemenu.com
  74. 74. 70 |  FUN WITH FLASHCARDSIdea no. 33Apple BinocularsCherries DishwasherElephant Fur coatGate HummingbirdIce cube tray Jellyfishwww.thelanguagemenu.com
  75. 75. FUN WITH FLASHCARDS | 71Idea no. 34www.thelanguagemenu.com
  76. 76. 72 |  FUN WITH FLASHCARDSIdea no. 35www.thelanguagemenu.com
  77. 77. FUN WITH FLASHCARDS | 73Idea no. 36 and 37www.thelanguagemenu.com
  78. 78. 74 |  FUN WITH FLASHCARDSIdea no. 38www.thelanguagemenu.com
  79. 79. FUN WITH FLASHCARDS | 75Idea no. 39pig snoutgrunt hoofboar sowpiglet stymane horsemare stablestallion foalwww.thelanguagemenu.com
  80. 80. 76 |  FUN WITH FLASHCARDSIdea no. 40architect baker bookkeeper dentistbricklayer driver cashier electricianarihostesswastecollectorjudge hairdressernursephotographerpriest politicianbellboy secretarysecurityguardsoldierwww.thelanguagemenu.com
  81. 81. FUN WITH FLASHCARDS | 77Idea no. 40www.thelanguagemenu.com
  82. 82. 78 |  FUN WITH FLASHCARDSIdea no. 41apple bananablood orange guavahoneydew melon kiwilemon limelychee mandarinmango nectarineorange papayapassion fruit peachpear pineappleplum apricotwww.thelanguagemenu.com
  83. 83. FUN WITH FLASHCARDS | 79Idea no. 42www.thelanguagemenu.com
  84. 84. 80 |  FUN WITH FLASHCARDSIdea no. 42www.thelanguagemenu.com
  85. 85. FUN WITH FLASHCARDS | 81Idea no. 42circle cross diamondoctagon oval parallelogrampentagon rectangle right trianglestar trapezoid trianglewww.thelanguagemenu.com
  86. 86. 82 |  FUN WITH FLASHCARDSIdea no. 42ovalcircle parallelogramrectangle right triangletriangle circlediamond trapetzoidwww.thelanguagemenu.comoktagon
  87. 87. FUN WITH FLASHCARDS | 83Idea no. 43
  88. 88. 84 |  FUN WITH FLASHCARDSIdea no. 44www.thelanguagemenu.com
  89. 89. FUN WITH FLASHCARDS | 85Idea no. 45www.thelanguagemenu.com
  90. 90. 86 |  FUN WITH FLASHCARDSIdea no. 45The alligator slid into the water.Ants live in the ground.An anteater eats ants.Badgers dig burrows in the ground to live in.Bats eat fruits and sleep hanging upside down.A bear protects its cubs.Beavers build dams in rivers.Bees live in a hive and make honey.Beetles are a diverse group of insects.The boar is running away.Bumblebees do not sting.The caterpillar makes a cocoon.The dove is a symbol of peace.The dragonfly skimmed the water.www.thelanguagemenu.com
  91. 91. A LPHA BET
  92. 92. 88 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com46. LETTERS47. UPPER AND LOWERCASE MATCHDiscipline: language classes / basic vocabularyGrade levels: children / beginners / adult language educationObjectives: to learn vocabulary and the alphabetGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Alphabet flashcardsMaterial example: Alphabet flashcardsDescription: Make a set of flashcards of the alphabet. Choose a topic or category. Showthe letters one by one to the students. The students try to think of a word or item starting withthe letter in question, related to the topic/category. The student who comes up with the correctword first gets the flashcard. For a greater challenge, change the topic/category more frequently.Discipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabulary and the alphabetGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Alphabet flashcardsMaterial example: Alphabet flashcards, upper and lower case symbolsDescription: To teach lowercase letters, make one set of uppercase and lowercase letterson separate cards. Let your students match the corresponding cards.
  93. 93. FUN WITH FLASHCARDS | 89PHOTOCOPIABLE © Learnmore Projects www.learnmera.com48. CATEGORISE ALPHABETICALLY49. LEARNING THE LETTERSDiscipline: language classes / basic vocabularyGrade levels: beginners / intermediate / adult language educationObjectives: to learn vocabulary and the alphabetGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Alphabet flashcards, worksheetMaterial example: Alphabet flashcards, categories worksheetDescription: Choose some letters and show them to your students. Ask them to write downitems/words from a specific category starting with the letters shown. For example 7 items in thehouse, 7 items outside, 7 animals, 7 adjectives starting with…Discipline: language classes / basic vocabularyGrade levels: childrenObjectives: to learn vocabulary and the alphabetGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Animal picture flashcardsDescription: Show the students the card with a picture of an animal and tell them its name.This will enable the students to memorize the sound of the letter together with the picture. Workthrough the pictures using sentences like “This is Alf the Anteater.” and “This is Brian the bear.”After the students have learned the sound of the letter, ask them to find other words start-ing with the same sound.
  94. 94. 90 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com50. ALPHABET FLIP51. PICTURE AND LETTER DRILLDiscipline: language classes / basic vocabularyGrade levels: children / beginnersObjectives: to learn vocabulary and the alphabetGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Alphabet flashcards and picture flashcardsMaterial example: Alphabet flashcards and mixed picture flashcardsDescription: Make a set of the alphabet and a set of corresponding pictures to play matchor memory with, by matching the first letter to the picture.Tip: Another option is to make a set of two-sided bilingual cards, to be cut in strips andfolded before laminating. This way you can have two-sided cards. Just remember to laminatethe cards with some space between each card so that they will be pouched properly, otherwisethey will split open. Let the students see the picture and tell you the letter or the opposite way,show the letter and let the students tell you which picture is behind it.Discipline: language classes / basic vocabularyGrade levels: children / beginners / adult language educationObjectives: to learn vocabulary and the alphabetGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture + word flashcardsMaterial example: Animal picture flashcards with a letterDescription: Show the students the card with a letter and a picture. This will enable thestudents to memorize the letter together with the picture. After the students have learned theletter, ask them to copy the letter several times on a lined paper.
  95. 95. FUN WITH FLASHCARDS | 91PHOTOCOPIABLE © Learnmore Projects www.learnmera.com52. PICTURE AND MISSING LETTERSDiscipline: language classes / basic vocabularyGrade levels: children / beginners / adult language educationObjectives: to learn vocabulary, pronunciationGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture + word flashcardsMaterial example: Mixed picture flashcards with pictures and words andsome missing letters in the wordDescription: Make a set of flashcards with pictures and write the name of the item under-neath with some of the letters missing from the middle of the word. Ask the students to give themissing letter/s and to pronounce the whole word. As an option, ask the students to write thecomplete words on a worksheet.
  96. 96. 92 |  FUN WITH FLASHCARDSIdea no. 45 and 17The alligator slid into the water.Ants live in the ground.Anteater eats ants.Antelopes are grazers and they live in Africa.Armadillos are small mammals and they come from theAmericas.Apes are native to Africa and Asia.Baboons are monkeys and they come from Africa.Badgers dig burrows in the ground to live in.Bats eat fruits and sleep hanging upside down.A bear protects its cubs.Beavers build dams in rivers.Bees live in a hive and make honey.Beetles are a diverse group of insects.There are many birds in the sky.www.thelanguagemenu.com
  97. 97. FUN WITH FLASHCARDS | 93Idea no. 47www.thelanguagemenu.com
  98. 98. 94 |  FUN WITH FLASHCARDSIdea no. 47www.thelanguagemenu.com
  99. 99. FUN WITH FLASHCARDS | 95Idea no. 48Categorize correctlyanimals fruit vegetable in the grocery store in the bathroom in the bedroomwww.thelanguagemenu.com
  100. 100. 96 |  FUN WITH FLASHCARDSIdea no. 49www.thelanguagemenu.com
  101. 101. FUN WITH FLASHCARDS | 97Idea no. 50A C B CB A D GT H R BD L G Mwww.thelanguagemenu.com
  102. 102. 98 |  FUN WITH FLASHCARDSIdea no. 50www.thelanguagemenu.com
  103. 103. FUN WITH FLASHCARDS | 99Idea no. 51A B C D EF G H I JK L M N OP Q R S TU V W X Ywww.thelanguagemenu.com
  104. 104. 100 |  FUN WITH FLASHCARDSIdea no. 52b _ n o _ u _ a _ s w _ i _ t _ e_ o _ e _ t _ e _ _ e _ s_ r _ t _ rr e _ r _ g _ r _ t _ r_ n _ e l _ p _ _ a _ t _ r _t _ e _ _ o _ e _ e r a _ _ c _ _ owww.thelanguagemenu.com
  105. 105. G RA M M AR
  106. 106. 102 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com53. NAME THE VERB54. VERB SENTENCESDiscipline: language classes / grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn vocabulary, verb conjugation and forming sentencesGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Verb picture flashcardsDescription: Make a set of pictures of verbs. Ask your students to tell you which verb it isand to use the verb correctly in a sentence.Discipline: language classes / grammarGrade levels: intermediate / advanced / adult language educationObjectives: to learn verb conjugationGroup size: 2 to 10Preparation time: 30 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Text flashcardsMaterial example: Verb text flashcardsDescription: Make a set of flashcards with a sentence, leaving out one conjugated verbform to be used as an oral grammar exercise. You can also combine this exercise with similarwritten exercises introduced either before or after this drill. Write sentences including the verbstaught in class during the previous weeks for oral vocabulary and grammar exercises.
  107. 107. FUN WITH FLASHCARDS | 103PHOTOCOPIABLE © Learnmore Projects www.learnmera.com55. VERB INTRODUCTION56. BILINGUAL VERBSDiscipline: language classes /grammarGrade levels: intermediate / adult language educationObjectives: to learn verb conjugationGroup size: 2 to 10Preparation time: 30 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards, word flashcardsMaterial example: Verb picture flashcards, verb word cards, verb conjugationcardsDescription: Make a set of verb picture flashcards and a set of the word cards with vari-ous forms of the verbs (for example, “sing”, “playing”, “drove”). Place the pictures on the tableand hand the students the word-cards. Ask the students to match the verbs with the picturesand then to form a sentence using the verb. This can be used at any stage of the course whenintroducing new tenses.Discipline: language classes /grammarGrade levels: beginners / intermediate / advanced / adult languageeducationObjectives: to learn verbsGroup size: 2 to 10Preparation time: 30 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Two-sided word flashcardsMaterial example: Bilingual verb flashcardsDescription: Make a set of bilingual flashcards, cut out the flashcards so that you can foldthe two languages to be laminated on one card. Drill the verbs first from the target languageto the native language, then switch and use the native language to drill the verbs in the targetlanguage.
  108. 108. 104 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com57. VERBS WITH PREPOSITION – BILINGUAL PHRASAL VERBFLASHCARDS58. VERBSWITHPREPOSITION–PICTUREFLASHCARDSFORPHRAS-AL VERBSDiscipline: language classes / grammarGrade levels: intermediate / advanced / adult language educationObjectives: to learn phrasal verbsGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Two-sided word flashcardsMaterial example: Two-sided verb and preposition flashcardsDescription: Make a set of bilingual cards, using one side for the verb, the other side forthe preposition to be used together as a phrasal verb. Start by explaining one of the verbs,and how the meaning changes according to the preposition used together with the verb. Givesome examples and start by using a set of 5 different verbs and the corresponding phrasal verbprepositions. Ask the students to try to remember the difference between the cards and to givea sentence using the correct phrasal verb.Discipline: language classes / grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn phrasal verbsGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcards, worksheetMaterial example: Verb picture cards and preposition picture cardsDescription: Make a set of verb picture cards and a set of preposition picture cards andprint 5 sheets of each. Ask your students to arrange the different verbs with the correct preposi-tion and to write sentences on a worksheet with the cards used.
  109. 109. FUN WITH FLASHCARDS | 105PHOTOCOPIABLE © Learnmore Projects www.learnmera.com59. REGULAR IRREGULAR VERBS60. INTRODUCING VERBS IN THEMESDiscipline: language classes / grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn verb conjugationGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Word flashcardsMaterial example: Verb word cardsDescription: Use a set of verbs written in their infinitive form. Ask your students to arrangethe verbs according to regular and irregular verbs, then to give the tense forms.Discipline: language classes / basic vocabularyGrade levels: intermediate / advanced / adult language educationObjectives: to learn food vocabulary and verbs associated with itGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Food pictures flashcards and cooking verbsDescription: Make a set of picture vocabulary flashcards and verb cards associated to aspecific theme (for example, food verbs).You can introduce the verb first then ask the students to associate the verb with a specificfood item flashcard (such as poach – associated with egg/fish; knead – dough/bread; roast –potatoes/chicken; simmer – soup/stew; peel – carrots/orange).Or, in the opposite way, introduce the food item first then ask the students to associate itwith a verb (potato associated with peel/mash/fry/boil, turkey – pluck/skin/carve/roast).
  110. 110. 106 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com61. VERBS PICTURES GAME62. VERBS ADJECTIVES WITH PROFESSIONSDiscipline: language classes / basic vocabularyGrade levels: children / beginners / adult language educationObjectives: to learn vocabulary and verbsGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Word flashcards, two setsMaterial example: Verb word flashcards and mixed noun flashcardsDescription: Make a set of word cards with different verbs, and a set of pictures to matchthem with. (For example, drive+ car, travel + bus, jump + rope, drink + milk, read + book…etc.)and let the students match the correct verb to the correct noun. Good for beginners to practiceverbs and nouns. Vary this game by using different tenses, adding prepositions or adjectives.Discipline: language classes / vocabularyGrade levels: intermediate / adult language educationObjectives: to learn vocabulary / conjugating verbs and comparative form ofadjectivesGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 30-45 minutesMaterial needed: Picture flashcardsMaterial example: Professions picture flashcardsShow the students flashcard pictures of professions and ask them to think up three verbsassociated with this profession. (For example, a hairdresser – cut/colour/wash, a cook – knead/whip/cut). Then ask the students to conjugate the verbs and use them to make full sentences.(For example, “The hairdresser cut and coloured my hair after he had washed it.”)Continue the exercise by asking the student for three adjectives associated with the sameprofessions, this time asking the students to make sentences of comparing the professionsusing the adjectives.You can also use several picture cards and ask the students to form more complex sen-tences of comparison using both verbs and adjectives. (For example, “The hairdresser is betterat cutting hair than the cook, but the cook makes tastier cakes”).
  111. 111. FUN WITH FLASHCARDS | 107PHOTOCOPIABLE © Learnmore Projects www.learnmera.com63. INTRODUCTION OF PREPOSITIONS64. PREPOSITION SENTENCESDiscipline: language classes / grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn prepositionsGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Preposition picture flashcardsDescription: Make a set of picture preposition cards to introduce the meaning of a preposi-tion. Give the students examples on how to use them and ask the students to give you their ownexamples. For foreign learners this is an important tool, as many languages don’t have preposi-tions and can sometimes be difficult to understandDiscipline: language classes / grammarGrade levels: intermediate / advanced / adult language educationObjectives: to learn prepositionsGroup size: 2 to 10Preparation time: 30 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Text flashcardsMaterial example: Preposition sentences text flashcardsDescription: Make sets of sentences with the prepositions left out. As an oral exercise, thestudents take turns reading out the sentences and try to give the correct answer. If the studentanswers correctly they keep the card. If the student fails, the card is placed at the back of thepack. These cards can also be made as two-sided cards, with the correct preposition on thereverse side.
  112. 112. 108 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com65. PREPOSITION BINGO66. PREPOSITION VERBSDiscipline: language classes / grammarGrade levels: intermediate / advanced / adult language educationObjectives: to learn prepositionsGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Text flashcards and word flashcards or picture flashcardsMaterial example: Preposition sentences and preposition word cardsDescription: The word flashcards together with the preposition word flashcards can be usedto play bingo. Give the students the text cards with sentences and pull out preposition wordcards from a box. The student who has the sentences with the correct answer gives the cardsback to the teacher. If the student’s answer is wrong, the teacher gives him/her an additionalsentence card. The student who has given away all the cards first, wins the game.(e.g. in, on, at for time, for place)Discipline: language classes / grammarGrade levels: intermediate / advanced / adult language educationObjectives: to learn vocabulary, prepositions, verbs and forming sentencesGroup size: 2 to 10 to make, print and laminate the cardsPreparation time: 40 minutes to make, print and laminate the cardsTeaching duration: 30-45 minutesMaterial needed: Picture flashcards and word flashcards, several identicalsetsMaterial example: Preposition picture flashcards, verb picture flashcards,general word flashcardsDescription: Make sets of preposition pictures, a set of verb pictures and a set of other“fill-in words” and laminate the cards.Split the students into teams, and give each team an identical pack of shuffled picture andword cards. Start a timer and give the students 5 minutes to make up as many sentences aspossible using pictures and words in the same sentences. The team that has used the mostcards from their packs wins.
  113. 113. FUN WITH FLASHCARDS | 109PHOTOCOPIABLE © Learnmore Projects www.learnmera.com67. ADJECTIVE COMPARATION68. ADJECTIVE SENTENCESDiscipline: language classes / grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn comparative adjectivesGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-20 minutesMaterial needed: Word flashcards or Picture flashcardsMaterial example: Adjective word flashcardsDescription: Make comparative adjectives by showing only the adjective and letting thestudents use the –er/ –est or more/most explaining the rules of the conjugation before usingthe cards.Discipline: language classes /grammarGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to learn vocabularyGroup size: 2 to 10Preparation time: 30 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Text flashcardsMaterial example: Adjective sentence text flashcardsDescription: Continue the comparative adjective exercise using text flashcards with sen-tences with adjectives missing. Use this as an oral exercise.
  114. 114. 110 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com69. FEEL-FLASH ADJECTIVES70. DESCRIPTION-FLASH ADJECTIVESDiscipline: language classes / basic vocabulary and grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn vocabulary, adjectives and describing feelings, improvingimaginationGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcards.Material example: adjective feeling picture flashcards.Description: Make up some flashcards with adjective of feeling. Use the cards to practicedescribing how someone is feeling and why they are feeling like that. Example: “This woman isangry. She has just been told she has been fired.”Discipline: language classes / basic vocabularyGrade levels: beginners / intermediate / advanced / adult languageeducationObjectives: to learn detailed vocabulary of items, descriptionsGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Picture flashcardsMaterial example: Clothing picture flashcardsDescription: Use cards with pictures of different items to describe the items.Example 1: “My sister just bought a beautiful, new, pink coat. She looks pretty in it and isgoing to a wedding this afternoon.” This exercise is suitable for lower levels and for practicingimagination and sentence structure.Example 2. “The coat has a wide lapel and deep pockets. It is made of wool. The buttonsare round. The coat is knee-length with decorations on the sleeve.” This exercise can be usedfor all levels by varying the difficulty of the descriptions. If specific vocabulary is introduced, givethe students a glossary of terms they should use when describing the items.
  115. 115. FUN WITH FLASHCARDS | 111PHOTOCOPIABLE © Learnmore Projects www.learnmera.com71. ADJECTIVE DESCRIPTION GAME72. POSSESSIVE PRONOUNSDiscipline: language classes / basic vocabulary and grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn vocabulary, comparative adjectives, oppositesGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Picture flashcardsMaterial example: Opposites picture flashcardsDescription: Make a set of opposites flashcards and a set of different items. Ask the stu-dents to combine the adjectives in the correct form corresponding with the picture and to usesentences like:“The green book is larger than the soft white pillow,”“The tallest building is in the city centre and the lowest building is in the village.”Discipline: language classes / grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn possessive pronounsGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Text flashcardsMaterial example: Pronominal sentences on text flashcardsDescription: Introduce the possessive pronouns in class before using this oral exercise.Use cards with sentences and empty spaces for the oral drill, again giving only the personalpronoun. Example: “Who has stolen (my) bike?”
  116. 116. 112 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com73. CATEGORISE THE PRONOUN74. IMPERATIVE WITH VERBS AND BODY PARTSDiscipline: language classes / basic vocabularyGrade levels: intermediate / advanced / adult language educationObjectives: to learn pronounsGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Word flashcardsMaterial example: Pronominal word cards and categoriesDescription: Give students a pack of cards with pronouns and different categories, ask thestudents to work in pairs categorizing all the cards correctly, then giving a sentence with eachpronoun (orally or in writing).Discipline: language classes / body-part vocabularyGrade levels: intermediate / advanced / adult language educationObjectives: to learn vocabulary and imperative formGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 15-20 minutesMaterial needed: Word flashcardsMaterial example: Verbs and body parts flashcardsDescription: Make sets of orders for the students. Place the cards in a box and have thestudents follow orders.Examples: Sneeze! Raise your right arm! Clap your hands! Blink!A dynamic and fun game that will energize the class.
  117. 117. FUN WITH FLASHCARDS | 113PHOTOCOPIABLE © Learnmore Projects www.learnmera.com75. TAG-QUESTIONS76. GRAMMAR QUESTIONSDiscipline: language classes / basic vocabulary/ grammarGrade levels: beginners / intermediate / adult language educationObjectives: to learn tagging questionsGroup size: 2 to 10Preparation time: 10 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Word flashcardsMaterial example: Tag question text flashcardsDescription: Introduce the rules for tag questions and then use this exercise. Write sen-tences ending with a comma on the cards, and match them with the tags on separate cards.Example: “You have a cat, ….don’t you?”Discipline: language classes / grammarGrade levels: intermediate / adult language educationObjectives: to learn grammar rulesGroup size: 2 to 10Preparation time: 30 minutes to make, print and laminate the cardsTeaching duration: 10-15 minutesMaterial needed: Text flashcardsMaterial example: Grammar question text flashcardsDescription: Write cards with different questions about grammar, using the cards as a quizbefore a grammar test to orally drill the students’ knowledge about grammar. Additionally, useready sentences and quiz the students about the rules for the different sentences.E.g. Why is it at the bus stop and not on bus stop?Answer: Public places always use at.Grammar explanations on cards can also be left on the table in front of the students toglance at when necessary during the lesson. When students answer correctly, you can double-drill them to check understanding of the rules by asking them why they gave this answer. Thestudent should repeat the rules and look for confirmation from you, which of course is givenwith a big smile. In this way you can get even the most grammar-resistant students to learn therules.
  118. 118. 114 |  FUN WITH FLASHCARDSPHOTOCOPIABLE © Learnmore Projects www.learnmera.com77. CORRECT THE MISTAKEDiscipline: language classes / grammarGrade levels: children / beginners / intermediate / advanced / adultlanguage educationObjectives: to find mistakes in sentencesGroup size: 2 to 10Preparation time: 20 minutes to make, print and laminate the cardsTeaching duration: 20-30 minutesMaterial needed: Text flashcardsMaterial example: Find the mistake text flashcardsDescription: Make sets of cards with different grammar mistakes and deal the cards to thestudents asking them to find the mistake in each card.
  119. 119. FUN WITH FLASHCARDS | 115Idea no. 53www.thelanguagemenu.com
  120. 120. 116 |  FUN WITH FLASHCARDSIdea no. 54blow_________blownbuy_________boughtcatch_________caughtdeal_________dealtdrink_________drunkfreeze_________frozenhide_________hiddenride_________riddenrise_________risensee_________seenshake_________shakenshoot_________shotshrink_________shrunksting_________stungteach_________taughttear_________tornthink_________thoughtwrite_________writtenwww.thelanguagemenu.com
  121. 121. FUN WITH FLASHCARDS | 117Idea no. 54draw - drew - drawn fly - flew - flown listen - listened - listenedsew - sewed - sewn catch - caught - caught ask - asked - askedstink - stank - stunk walk - walked - walked write - wrote - writtenturn - turned - turned sleep - slept - slept swim - swam - swumwww.thelanguagemenu.com
  122. 122. 118 |  FUN WITH FLASHCARDSIdea no. 54blowblewblownbuyboughtboughtcatchcaughtcaughtdealdealtdealtdrinkdrankdrunkfreezefrozefrozenhidehidhiddenrideroderiddenriseroserisenseesawseenshakeshookshakenshootshotshotshrinkshrankshrunkstingstungstungteachtaughttaughtteartoretornthinkthoughtthoughtwritewrotewrittenwww.thelanguagemenu.com
  123. 123. FUN WITH FLASHCARDS | 119Idea no. 55Anna _____________ (go)to the movies with Tom.Donna _____________(keep) the money underher mattress for a wholeyear.I _____________ (dream)that I was the president.I already _____________(give) you the correctanswer.I already _____________(do) the laundry.We _____________ (drive)all night to get toStockholm in time for themeeting.Anna _____________(see) her cousin thisafternoon.Brian _____________ (sit)on the chair.David _____________(break) his leg while skiing.Frank _____________(leave) as soon asMargaret arrived.I _____________ (find) a100€ bill on the streetthis morning.I _____________ (spend)the whole Saturday at themall.www.thelanguagemenu.com
  124. 124. 120 |  FUN WITH FLASHCARDSIdea no. 56äta - åt - ätit eat - ate- eatense - såg - sett see - saw - seenskriva - skrev - skrivit write - wrote - writtenhämta - hämtade - hämtat bring - brought - broughtgräla - grälade - grälat fight - fought - foughtklippa - klippte - klippt cut - cut - cutsjunga - sjöng - sjungit sing - sang - sungwww.thelanguagemenu.com
  125. 125. FUN WITH FLASHCARDS | 121Idea no. 56run springawalk gåswim simmaeat ätathrow kastafall falladraw ritawww.thelanguagemenu.com
  126. 126. 122 |  FUN WITH FLASHCARDSIdea no. 57throw outthrow upthrow tothrow offgive outgive togive inwww.thelanguagemenu.com
  127. 127. FUN WITH FLASHCARDS | 123Idea no. 58www.thelanguagemenu.com
  128. 128. 124 |  FUN WITH FLASHCARDSIdea no. 58www.thelanguagemenu.com
  129. 129. FUN WITH FLASHCARDS | 125Idea no. 59run jump flydrink search readsing scream speakdance give crydrive laugh takeget sell pickbuy sit countwww.thelanguagemenu.com
  130. 130. 126 |  FUN WITH FLASHCARDSIdea no. 60bake frypoach peelchop mashboil grillcut slicesimmer whipdeep-fry kneadwww.thelanguagemenu.com
  131. 131. FUN WITH FLASHCARDS | 127Idea no. 60www.thelanguagemenu.com
  132. 132. 128 |  FUN WITH FLASHCARDSIdea no. 61www.thelanguagemenu.com
  133. 133. FUN WITH FLASHCARDS | 129Idea no. 61to read to playto photograph to danceto paddle to goto drive to rideto drink to grillwww.thelanguagemenu.com
  134. 134. 130 |  FUN WITH FLASHCARDSIdea no. 61www.thelanguagemenu.com
  135. 135. FUN WITH FLASHCARDS | 131Idea no. 62www.thelanguagemenu.com
  136. 136. 132 |  FUN WITH FLASHCARDSIdea no. 63www.thelanguagemenu.com
  137. 137. FUN WITH FLASHCARDS | 133Idea no. 64chair floor paper pencilglass key gate elevatormovie cinema apple pearbanana sandwitch book paintingcolour beautiful ugly happyis has have aan friend sister brothernewspaper hand gift hourlesson dog nose streetroad building yard flowerwww.thelanguagemenu.com
  138. 138. 134 |  FUN WITH FLASHCARDSIdea no. 64www.thelanguagemenu.com
  139. 139. FUN WITH FLASHCARDS | 135Idea no. 64I came _____ andturned _____ thecomputer.I cant wait to get_____ the road anddrive to Copenhagen.I caught the bus_____ the lastminute.I danced _____many midsummerparties _____ myyouth.I got _____ the taxiand told the drivermy address.I have a meeting_____ Paris nextmonth.I have anappointment with MrDavidoff _____3 p.m.I have to meet afriend _____seven oclock.I know that word_____ English. Its_____ the tip of mytongue.I left my coffeepercolator on _____home this morning.I left my handbag_____ myboyfriends house.I left my wallet_____ the pocket ofmy jacketI left work _____two thirty _____ theafternoon.I let the dog sit_____ my lap whilewatching TV.I looked _____ mywife as she enteredthe room.I met my wife _____the theatrewww.thelanguagemenu.com
  140. 140. 136 |  FUN WITH FLASHCARDSIdea no. 65_____ the beginning itseemed easy.inAnna waited _____the busstop.atThe winter is finally _____. overThe dog sleeps _____me in my bed.next toThis gift is _____ you.forLets go _____ the super-market down the street.toLets get _____ this businstead of that tram. onwww.thelanguagemenu.com
  141. 141. FUN WITH FLASHCARDS | 137Idea no. 66chair floor paper pen glasspasture key elevator filmmovie apple pear bananachewing gum book painting colorbeautiful ugly happy ishas a an friendsister brother magazine handgift hour lesson dognose street road buildingyard flower park stonewww.thelanguagemenu.com
  142. 142. 138 |  FUN WITH FLASHCARDSIdea no. 67pretty ugly smallbig old youngtall short highlow yellow goodbad flat roundinteresting loud difficultwww.thelanguagemenu.com
  143. 143. FUN WITH FLASHCARDS | 139Idea no. 68Donnas house is __________(big) than yours.Mice are __________(small) than rats.This coat is __________(beautiful) than that one.David said he is __________(strong) than John.This is the __________(interesting) story I have everread.Non-smokers usually live__________(long) thansmokers.Which is the__________(dangerous)snake in the world?A glass of juice can be__________(expensive) thana beer.Who is the __________(funny) actor on earth?The weather this summer iseven __________(bad) thanlast summer.He was the __________(clever) politician of all.Mt. Everest is__________(high) than Mt.Blanc.Australia is__________(sunny) thanFinland.A car is __________(big)than a bicycle.Bridget is __________(fun)than Anna.www.thelanguagemenu.com
  144. 144. 140 |  FUN WITH FLASHCARDSIdea no. 69www.thelanguagemenu.com
  145. 145. FUN WITH FLASHCARDS | 141Idea no. 70www.thelanguagemenu.com
  146. 146. 142 |  FUN WITH FLASHCARDSIdea no. 71www.thelanguagemenu.com
  147. 147. FUN WITH FLASHCARDS | 143Idea no. 71www.thelanguagemenu.com
  148. 148. 144 |  FUN WITH FLASHCARDSIdea no. 72_____ (he) dog isbarking all the time.At noon _____(they)friends dropped byfor a cooffee._____(we) house ison Desert Street._____(I) essay wona prize in thecompetition.Did you finish_____(you) novelalready?Anna forgot _____(she) keys at homethis morning.David is very wild._____ (he) parentsare worried abouthim.That is a pair ofgloves belonging to_____ (she).Have you seen_____ (I) telephone?Look what a hugeboat!Is this boat_____ (they)?_____ (she) catscratched me lasttime I fed it.This is _____ (we)weekend with nochildren at home!www.thelanguagemenu.com
  149. 149. FUN WITH FLASHCARDS | 145Idea no. 73Personal Reflexive Interrogative PossessiveI we you heshe they himself themselvesherself who which whatmy yours his herswww.thelanguagemenu.com
  150. 150. 146 |  FUN WITH FLASHCARDSIdea no. 74Stand onyour toes!Shrug!Cross yourlegs!Wave yourhavd!Nod! Bow!Jump on oneleg!Pull a face!Touch yourelbow!Tickle yourright heel!Yawn! Cough!Sneeze!Sit on yourknees!Wrinkle yourforehead!Take a deepbreath!Snap yourfingers!Pinch yourarm!Scratch yourhead!Pull your leftearlobe!www.thelanguagemenu.com
  151. 151. FUN WITH FLASHCARDS | 147Idea no. 75You are happy today,.... ....arent you?Hes home now,... ...isnt he?We will see you later on,... ...wont we?You wont be late today,... ...will you?She is not available today,... ...is she?We shall see you next week,......shant we?Your daughter isnt ill today,... ...is she?www.thelanguagemenu.com
  152. 152. 148 |  FUN WITH FLASHCARDSIdea no. 76When do you usewho and whendo you usewhom?When do you useadvice and whendo you useadvise?What is thedifference betweeneffect andaffect?When do you useits and when doyou use its?What is thedifference betweeneither andneither?What is thedifference betweena while andawhile?When do you useoral and when doyou use verbal?Explain thedifference betweenless and fewer?When do you usesmall and whendo you use little?What is thedifference betweena salary and awage?What is thedifference betweenill and sick?When do you uselend and whendo you useborrow?www.thelanguagemenu.com
  153. 153. FUN WITH FLASHCARDS | 149Idea no. 77I will borrow you1000 €.The study is at thesecond floor of myhouse.My sister speaksEnglish very good.I have been toUSA four yearsagoI came visiting youfor the evening.We like eatingfresh shellfish atthe dinner.We learned ofEurope in schoolto day.The book I readlast week werevery good.Cats like to chasemouses.Should we ask ourfriend for going tothe mall?Can we buy thesedress you have inthe window?A apple a daykeeps the doctoraway.www.thelanguagemenu.com
  154. 154. AS SOC IA TI ONS,S YNO N YMSANDOP POS IT ES

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