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A flashcard or flash card is a card that is used as a learning aid. One writes a question on a
card and an answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any
subject matter that can be learned via a question and answer format. Flashcards are widely used
as a learning drill to aid memorization by way of spaced repetition. Computer-based versions of
such scheduling claim to drastically cut down on learning time in the form of downloadable
applications (Win flash, Super Memo, Mental Case and Mnemosyne) or online (Cram mage).
Leitner System
A widely used method to efficiently use flashcards was proposed by the German science
popularizer Sebastian Leitner in the 1970s. In his method, known as the Leitner system,
flashcards are sorted into groups according to how well you know each one in the Leitner's
learning box. This is how it works: you try to recall the solution written on a flashcard. If you
succeed, you send the card to the next group. However, if you fail, you send it back to the first
group. Each succeeding group has a longer period before you are required to revisit the cards.
For example, suppose you have 3 groups called Group 1, Group 2 and Group 3. The cards in
Group 1 are the ones that you often make mistakes with, and Group 3 contains the cards that
you know very well. You might choose to study the Group 1 cards once a day, Group 2 every 3
days, and the Group 3 cards every 5 days. If you look at a Group 1 card and get the correct
answer, you "promote" it to Group 2. A correct answer with a Group 2 card "promotes" that card
to Group 3. If you make a mistake with a Group 2 or Group 3 card, it gets "demoted" to Group 1,
which forces you to study that card more often.
The advantage of this method is that you can focus on the most difficult flashcards, which
remain in the first few groups. The result is, ideally, a reduction in the amount of study time
needed.
Similar ideas have been implemented into a number of computer-assisted language learning
titles. Much of this software makes use of so-called electronic flashcards.
A bulletin board (pin board, pin board or notice board in British English) is a place where
people can leave public messages, for example, to advertise things to buy or sell, announce
events, or provide information. Bulletin boards are often made of a material such as cork to
facilitate addition and removal of messages or it can be placed on the computer so people can
leave and erase messages for other people to read and see.
Bulletin boards are particularly prevalent at universities. Many sport dozens, if not hundreds or
thousands of public bulletin boards, used for everything from advertisements by extracurricular
groups and local shops to official notices. Dormitory corridors, well-trafficked hallways, lobbies,
and freestanding kiosks often have corkboards attached to facilitate the posting of notices. At
some universities, lampposts, bollards, trees, and walls often become impromptu posting sites in
areas where official boards are sparse in number.
Drilling Activities
a What?
• Students sit in a circle.
• You show a flash card to Student 1 and say, "This is a hamster."
• Student 1 looks at the flash card and asks you "a what?"
• The teacher replies "a hamster" and passes the flash card on.
• Student 1 passes the flash card on to Student 2 and says, "This is a hamster".
• Student 2 asks Student 1 "a what?" and Student 1 asks the teacher "a what?" the teacher
replies to Student 1 "a hamster" and Student 1 replies to Student 2 "a hamster" and so it
goes on until the flash card travels full circle.
• When the group has mastered it, 2 flash cards can go around the circle in opposite
directions. They will cross over mid circle.
• When students know the game, choose one of them to do the teacher's role.
Identification Activities
Fast Finger
• Stick flash cards on the board or on the wall (for very little people who will not reach the
board!) in a line.
• Give a clue to indicate which flash card you are thinking of. When presenting a new lexical
set for the first time, give the whole word, e.g."Say stop when the fast finger is above the
cat". When revising, or with higher levels, you can just give a clue, e.g. "It's an animal that
can't fly, but it can climb trees."
• Ask students to shout STOP when your finger is above the required flash card.
• Then bounce your finger along in a random fashion to a silly tune until they shout STOP at
the right time.
• When they get the idea, ask a student to be the Fast Finger.
• You can also use the word cards instead of a finger. When the word is above the
corresponding pictorial flash card students shout STOP!
TPR activities
Ladders
• Students sit in 2 lines facing each other with legs out and feet touching.
• Each facing pair is shown a flash card that they must remember. When you call out their
card, they stand up, run over the legs of the others, the ladder, around the back, and back
to their places.
• The first one back wins a point for their line. If the students are very lively, you can do it
standing up to avoid trampled legs!
In this article, there is one example for each type of activity. If you follow this link - Flash card
activities - you will find more examples for each type of activity.
• Why use flash cards
• Where to get flash cards
• Activity types for using flash cards
• Memory activities
• Drilling activities
• Identification activities
• TPR activities
Flashcards are a really handy resource to have and can be useful at every stage of the class.
They are a great way to present, practice and recycle vocabulary and when students become
familiar with the activities used in class, they can be given out to early-finishers to use in small
groups. I sometimes get the students to make their own sets of mini flash cards that can be
taken home for them to play with, with parents and siblings.
Memory Activities
• Memory Tester
o Place a selection of flash cards on the floor in a circle.
o Students have one minute to memorize the cards.
o In groups, they have two minutes to write as many of the names as they can
remember.
Drilling Activities
• Invisible Flashcards
o Stick 9 flash cards on the board and draw a grid around them.
o Use a pen or a pointer to drill the 9 words. Always point to the flash card you are
drilling.
o Gradually remove the flash cards but continue to drill and point to the grid where
the flash card was.
o When the first card is removed and you point to the blank space, nod your head to
encourage children to say the word of the removed flash card.
o Students should remember and continue as if the flash cards were still there. They
seem to be amazed that they can remember the pictures.
o Depending on the age group, I then put the flash cards back in the right place on
the grid, asking the children where they go, or I ask students to come up and write
the word in the correct place on the grid.
This activity highlights the impact of visual aids. It really proves that the images 'stick' in
students' minds.
Identification Activities
• Reveal the word
o Cover the flash card or word card with a piece of card and slowly reveal it.
o Students guess which one it is.
o Once the card is shown, chorally drill the word with the group using different
intonation and silly voices to keep it fun. Vary the volume too, whisper and shout
the words. Children will automatically copy your voice.
o Alternatively, flip the card over very quickly so the children just get a quick glimpse.
o Repeat until they have guessed the word.
TPR activities
• Point or race to the flash cards
o Stick flash cards around the class.
o Say one of them and students point or race to it.
o Students can then give the instructions to classmates.
o You can extend this by saying, "hop to the cat" or even "if you have blonde hair,
swim to the fish" etc.
o You can also incorporate flash cards into a game of Simon Says. "Simon says, jump
to the T-shirt" etc.
Young learners and the phonemic chart
The main aim of this article is for teachers to help their students become more knowledgeable
and interested in learning the sounds of English and to help them see how it can facilitate
autonomous learning with self-study
English language learning material and dictionaries. I hope that if we start educating learners
from a young age they will be more comfortable the phonemic script and see the benefits of it
when they are older and more self-aware learners.
• Why use the chart?
• Background to the activities
• The phoneme race
• Make your own wall charts
• Chinese whispers
• Using dictionaries
• Going shopping
Chinese whispers.
Again, this is for revising individual sounds.
• The teacher sits the learners in a circle and shows a student a symbol, also whispering it in
their ear.
• The sound is passed around the class. If the sound is correct at the end for the symbol, the
students get a point, if not the teacher gets a point.
Using dictionaries,
This should be done with students who are familiar with the script and is suitable more for
teenagers and adults.
• Choose five words from the dictionary and write them in phonetic script.
• Ask the students in pairs to write down what they think the word is.
• Then get the students to swap papers with a different group and ask them to look up the
word to see if they were correct.
• The winners are the group with most correct.
• Then they can make a new list of five words for the other group to repeat the activity with.
• This can be combined with a revision of vocabulary from the course book they are using.
The students look up words in the dictionary from the book and transcribe them for the
other group to guess.
Going shopping
This is a communicative activity which incorporates some sounds you have been doing in class
into a shopping list activity where the students have to practice dialogues buying certain items
like cheese, meat, /i:/, and crisps, milk /I/.
• Students can be put into two groups of shop owners and customers with a budget to make
it more 'authentic'.
• Then they have a certain time to buy all the items they can on the list.
• For the shop owners, give them flash cards of food items or pieces of card with the food
and prices on them.
• Afterwards they can decide the cheapest and most expensive shops as a class.
Your students will be more successful if you match your teaching style to their learning styles.
• What is a learning style?
• Where do learning styles come from?
• Why should teachers know about learning styles?
• What types of learning styles are there?
• What teaching methods and activities suit different learning styles?
o Field-dependent students
They find it more difficult to see the parts in a compels completely.
They rely on others' ideas when solving problems and are good at
interpersonal relationships.
• Left-brain dominated vs. right-brain dominated
o Students who are left-brain dominated...
...are intellectual
...process information in a linear way
...tend to be objective
...prefer established, certain information
...rely on language in thinking and remembering
o Right-brained dominated
Write instructions as well as giving them verbally
Demonstrate what you would like students to do
Give students clear guidelines, a structure, for tasks
Set some open-ended tasks for which there is no "right" answer
Use regalia and other things that students can manipulate while learning
Sometimes allow students to respond by drawing
If you vary the activities that you use in your lessons, you are sure to cater for learners with
different learning styles at least some of the time.