Miniflashcards language games picture bank

Miniflashcards
Longuoge Gomes

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PictureBank
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Thomas
Susan

LONGMAN


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Longuoge Gomes

Picture Bank
SusanThomas


Addison Wesley Longman Limited

EdinburghGate
Harlow
Esset CM20 2JE
Enqland
and AssociatedCompaniesthroughoutthe tDorl(l

LanguageGames,1994
@ Miniflashcards
This edition@ AddisonWesleyLongmanLimited 1999

"The right of Susan Thontasto be identifieclas author of this Work has beenassertedby her in
accordance
with the Copyright,Designsand PatentsAct 1988."
All rights reserued;no port of this publication may be reproduced,stored in a retrieual system,or
transmittedin any form or by any nleans,electronic,mechanical,photocopying,recording,or othenuise
tuithout the prior written pennissionof the Publishers.
Photocopying
The publishergrants permissionfor photocopyingof those pagesmarked'photocopiable'accordingto the
following conditions.Individual purchasersmay make copiesfor their own use or for use by classesthey
teach. Schoolpurchasersmay make copiesfor use by their staff and students,but this permissiondoes
not extentto additionalschoolor branches.
Under no cirumstancesmay any part of this book be photocopiedfor resale.

ISBN 0582 337917

Set in Rotis Serif and RotisSans

Printedin China
GCC/01
Acknowledgements

Teachers'Notesby SusanThomaswith Hilary McColl.
With particuiarthanks to ElizabethEvans,Paul Sandayand FrancesWalsh.
With thanks also to IsabelleAyma, Timothy Hilgenberg,DeniseHobbs,Mary Jago,HanneloreNunn,
Andrea Tierney,CarmenBishton, Ana Stanton,Sian Roderick,Brian Lockettand to the many other
teachersand learnerswho have contributedideasand suggestions.

Illustrationsby HeatherClarke


CONTENTS

1.

I n t r o d u c t i o nM: i n i f l a s h c a r d sa n d e f f e c t i v el a n g u a g el e a r n i n g

5

2.

E n c o u r a g i ncgr e a t i v eu s eo f l a n g u a g e

7

3.

S u g g e s t i o nf o
s r u s i n gt h e m a t e r i a l s

B

4.

P i c t u r eb a n ka n d v o c a b u l a rlyi s t s

1'l

o

F o o da n d D r i n k

1'.|

o

Leisure

14

o

Travel

o

W e a t h e ra n d C a l e n d a r

20

r

P e o p l ea n d J o b s

23

o

Vital Verbs

26

.

H a P p yH o l i d a y s

29

o

Roundthe Town

32

'17

5.

S u g g e s t i ofnosr a c t i v i t i easn dg a m e s

37

6.

U s i n ga n da d d i n gs p i n n e r s

44

7.

rce-specific
activities
Resou

52

B.

F u n c t i ocna r d sE: n c o u r a g i tnrga n s f eor f l a n g u a gsek i l l s

61


lntroduction:
learning
andeffectivelanguage
Miniflashcards
Rationale
As learners,we make use of all our senses:sight, sound,touch, even taste and smell.And we learn in
many different ways: by listening to what peopletell us, by watching what they do, by copying them,
by experimentingand finding things out for ourselves,and, above all, by practisingvarious skills. Our
learning can be passive(listening,reading,obseruing,etc.),it can be active (copying,experimenting,

repeating,etc.),it can be individual (learningby oneselflor interactive(learningwith and from others).
Often it is a combinationof these.
and as a result of thesewe developpreferred
As learners,we find that we have strengthsand weaknesses,
ways of learning.Traditionally,languagelearning in school has emphasisedaural input and text-based
learning,but theseare not necessarilythe best or only ways lor all studentsto learn. Awarenessof the
value of other modesof learning is leading teachersto attempt to broadentheir approachso as to cater
0nly in this way, we are discovering,can teaching
for a wider range of learning needsand preferences.
and learning becomemore effective.
MiniJtashcardsarevisual and tactile materialswhich help modern languageteachersto provide
opportunitiesfor learning which are more multisensoryin their appealand which, hecauseof their
flixibility, can be useclto meet a wicler range of learning needsthan textbookson their own can provide.
The emphasison games-typeactivitiesis deliberate,since the acquisitionof foreign languageskills is as
much practicalas it is academic,and it is only through frequentpracticethat the learnercan become
sufficiently familiar with the languagepresentedto be confident enough to use it for him/herself.Constant
repetition,however,can be demotivating.By incorporatingnew vocabulary and grammaticalstructures
into game-likesituationsin which the elementsappearin randomisedand enjoyablecombinations,
learners'involvement in the learning processcan be engagedmore effectivelyand sustainedfor longer
than is often the casewith textbook exercises.Gamesituations,if designedwith learning goals clearly in
mind, can provide stimulating and challengingwork which can supportthosewith learning difficulties
and promote the learning of our most gifted students.

canbe usedto promoteeffectivelearning:
WaysMiniflashcards
Supportingmultisensoryapproacheswith materialswhich are
o tactile
r
visual
o designedfor active use

Making languageuisibleby prouiding uisual prompts and manipulablestructuresfor
o vocabularyIearning
o patternsof language
o helping to build or reinforceconcepts
o making sequencesand relationshipsbetweenwords more explicit
.
encouragingthe transferof languageskills acrosstopic areas
Supportingdffirentiation: Prouidingchallengesappropriatefor classesof all abilities and mircd abilities
o flexible materials support hundreds of differentiated activities
o interestis maintainedfor longer, so learning is more secure
o activitiescan be as simple or as demandingas the teacherwishes
o materialssupport acquisitionof complex grammar points as well as simple vocabulary
.
materialscan be used in ways which stimulatecreativeuse of languageacquired
o materialslend themselvesboth to self-monitoringand to teacherassessment


Supp orting independentlearning
.
gamesand activitiesengageand motivate learnersto work with minimal teacherinteruention
o materialsfacilitate self-monitoringand encouragelearnersto achievemastery
e activitiesusing the materialscan be devisedby iearnersthemselves
o visuals can be used to provide on-going support for learnersencounteringdifficulties
Supp orting co-operatiuelearning
o providesa putposefor group work
o facilitatessocial aspectsof learning together,e.g.,turn taking
e providescontext for learning with and from peers
Building conjldence
o activitiesinvolve learnersin ways which they can managewith ease
o flexible materialsprovide as much varied practiceas is required

o non-threateningcontexts (successor failure turns on luck as well as skill, encouragingrisk-taking,
protectingself-esteemand allowing learning to continue)
o through self-monitoringthe learnerbecomesaware of the effectiveness- or othervrise- of her/his
own learning, and so can continue until confident
Motiuating
.
gamesare fun
o working with othersis fun
.
more sensesare engaged
o providesreasonsfor speaking,reading,listening,wriling now
o practice-> confidence-) success+ motivation
Promotingcreatiuity
o materialscan provide the starting point or springboardfor further linguistic development
o picturesand groups or sequencesof picturescan trigger learners'own ideasand language,whereas
text can have the effect of restrictinglearnersto the 'given' language
o creativeactivitiescan easily be devisedusing the samematerialsused for gamesor practiceactivities
o activitiesusing the materialscan be devisedby learnersthemselves
.
by using the target languagewhile involved in gamesor activities,learnersare using it 'for real'
o learnersare encouragedto adapt languagefor use in new and unpredictablesituations
Making fficient use of resources,by prouiding materialswhich areJlerible, costeffectiueand timesauing
o the materialscan be usedby learnersin any class,at any age or level, including adults
.
they can be used with whole class,groups or individuals
o the materialscan support activitiesat various stagesof the languageprogramme,e.g.,presentation,
practice,diagnosis,assessment,
revision,reference
o the sameelementscan be combinedin many different ways to support almost any topic
.

they can be used to supportlanguagelearning in any language,or in a range of languages
o many of the gamesmaterialsare ready made,easily portable and ready to be used any.where
o the photocopiablematerialscan be cut up, enlarged,coloured,etc. to suit individual learning needs
.
templatesare provided for adding further items to suit the classor individual learners
o m?ily ideasfor simple gamesand activitiesare provided

*

-


2 Encouraging creativeuseof language
Gamescan be an effectiveway of motivating learnersto practisebasic vocabularyand structuresto the
point where they can use them confidently.Someof the gamesdescribedin this book go further than
this, encouraginglearnersto combine elementsof languagethey have already acquiredto producenew
forms of the languageto suit new situations.
pack can be used in many other ways to support the
The materialssuppliedin this MiniJTashcards
given below.
are
creativeuse of language.A few examples

Say what you think a person's thinking

Imagine a conversation
between 2 people

Give a simple
description of an item

Say what's happening in
the picture

Say what you think
a person's saying

Makea sentenceabout the
picture where you

fi:Zt:,F,
Give the coffect part
of a verb to match
the pronoun

Say how you feel or if
you like or dislike

Give a command
Ask a guestron
Make a negative
Say sometfiing in the
past, present, future

Say sometfiing with
a number in it
(e.g. for counting, Prices,
times of the daY)

Say what colour sometfilng is

3 Suggestions
for usingthe materia
ls
This book containsthe copymastersto accompanyMiniflashcards.However,the book can also be used as
a freestandingphotocopiableresource.

T h eM a t e r i a l s
o

B setsof playing cards and/or copymasters:
Food and Drink; Leisure;Trauel; Weatherand Calendar;Peopleand Jobs; Vital Verbs;Happy
Holidays;Round the Town

o

9 spinners:
Question;Pronoun;Colour I; Colour2; Tenses;
Mood/Faces;l)-section; I2-section:2T-section

Howto prepare
the photocopiable
resources
The copymasterscan be preparedin a variety of ways to suit the needsand learning preferencesof your
classes.
'
.
'
o

o
'
o
t

They can be photocopiedonto paper,for use as handoutsor worksheets.
They can be enlarged,for display or for making flashcards.
They can be copied onto card, perhapsenlarged,and then cut to make individual cards for {ames
and activities.
Text can be addedbeneathpicturesor on the backs of cards.
For maximum durability,visuals can be copied onto paper,glued onto thick card and coveredwitn
plastic.
They can be photocopiedonto acetateto createtransparencies
for use on the OHP.
Oncecopied,visuals can be combinedor groupedto make display materials,or used to compile a
picture dictionary or topic referencebook.
Blank masterscan be used to createnew setsof visuals,to make matching text cards and new games.

U s i n gt h e v i s u a l s
The visuals can be used to support classroomwork in a number of different ways. For example,a visual
can
o
'
.
o
o
o
o

be used to introduce a new word or phrase;

serveas a prompt for the production of the spokenword or phrasein a practiceor review exercise.
serveas a reminder of the meaning of the associatedwritten word or phrase;
provide the starting point for introducing or revising relatedvocabulary;
be used in combinationwith one or more other prompts to illustrate a structure;
provide one of a seriesof examplesto practisea teachingpoint;
be used in conjunction with a die or spinner to provide randomisedprompts for practiceor
ASSCSSlnCNI.

Someof thesefunctions will be more appropriatethan othersat different stagesin the teaching
programme.

Presentation
The teacherintroducesnew vocabulary and phrases,referring to the visuals preparedfor the OHp or as
flashcards.Provide plenty of opportunity for the languageto be heard and practisedunobtrusivelybefore
anyone is called on to perform alone. 'Choruswork' and repetitionis useful at this stage.Encourage
learnersto experimentwith their voices,repeatingthe new words and expressionsemphatically,softly,
angrily, questioningly,etc. This helps to avoid monotony and encourageslearnersto get used to
experimentingwith intonation as well as pronunciation.
Learnerswho are good at processingsound input will quickly begin to associatevisuals and sound and be
able to reproducethe soundsaccurately;otherswill find it helpful to be able to seethe written words as
well, so introduction of the written form should not be too long delayed.This is the stageat which to
draw attention to the important phonetic aspectsof the written word, so that learnerswill be able to work
out the correctpronunciationfor themselves,if at a later stagethey need to refer back to the items beinq
nresentednow.


s ndgames
P r a c t i ca
ec t i v i t i ea
Oncethe learnershave becomesufficiently familiar with the new elementsto be reasonablysure of

pronouncingthem correctly,individual or group activitiesand gamescan be set up. Theseactivitieswill
help the learnersto improve their familiarity with the new languageand begin to transfer it to long-term
memory.At this stagethey should be encouragedto ask for confirmation of any vocabulary or
pronunciationthey may find they have forgotten or are not sure of.
Section5 offers suggestionsfor activitiesand gameswhich can be used with any of the visuals in this
book to achievea range of learning outcomes.Section7 offers suggestionsspecificallyrelatedto
particular setsof visuals in this book.
IVIostof the activitiessuggestedin Sections5, 6 and 7 are basedon traditional gamesand will be
familiar. Younger learnersare usually very good at making up their own variations of thesegames.The
important thing is that they are actively using the languagein a practical,meaningfulway, and also
having fun. Although some gamescan be noisy or boisterous,the effort learnersbring to them can be
considerable.Adults usually respondjust as positively as younger learners;using languagein the context
'in
of a game can help them to overcomeinitial shynessabout using the language public'.
For extendedpractice,learnerscan be directedto move round the room at timed intervals,changing
partnersor groups repeatedly.In some of the games,successrelies on good co-operationbetweenplayers.
gther gamesare very competitive.Here the teachermay wish to give somethought on how best to
involve the weakerstudent.The competitivegamescan be made into exciting team events,with a time
elementbeing introduced,or with studentsrushing out to the front with the correct card(s).However,
theseneed to be played in a hazard free area!
Most gameswill last between5 and 15 minutes; writing gamescan take longer.Time should also be
allowed for debriefing.Studentscan discussany difficultiesthey encountered,the effectivenessof the
activity, and how it could be varied, amendedor extendedto fit their own needs/interests/experience.

U s i n gt h e t a r g e tl a n g u a g e
The gamesshould be played using the target language.A player who failed to use the target language
might be requiredto go back to the beginning of the game and start again. Learnerswill need to be
taught appropriatelanguageto use before embarkingon the activities.

S e l f - a s s e s s m eanstp a r t o f l e a r n i n g

Activities and gamesbasedon cards are particularly useful for helping learnersto becomeaware of
techniquesfor monitoring their own progress.It is easyto test yourself, or a partner,by counting the
number of cardscorrectlyidentified in the target language.Thesecardscan then be discardedtemporarily
while the lesswell known cards are reworked,bringing all cardstogetherfor a further test afterwards.

T e a c h ears s e s s m e n t
This can take place
o
.
.
o
.

during a teachercontrolledactivity on the OHP.
by observingindividuals and groups at work.
by joining in activitieswith an individual or group.
in groups,using the foreign languageassistantor more advancedlearnerwho may be present.
by providing individuals or groupswith a worksheetto complete,basedon the samevisuals.

Such feedbackprovidesthe teacherwith information for future reteachingor for planning future work.


Reference
In all foreign languagework, learners'confidencecan be underminedby memory failure. The visuals can
be used in a number of ways to provide on-going support for individuals or groupswho may need it at a
later stagein the programme.Learnersare more likely to use languageif they have the opportunity to
refreshtheir memory quickly and unobtrusively.
o Visual 'markers'make for easeof reference.
For example:
o Visualsand text can be usedto makepermanentwall displayswhich can be glancedat as/when

necessary.
o lf learnershave notebooksor binders,sheetsof copymasterscan be provided for their own use at a
Iater stage.(Usefulfor homework and revision,too.)
o The visualscan be usedby pupilsto compilea scrapbook or 'topic book' which can be consultedby
learnersat any future stagein the programme.If the items can also be recordedon a short tape, a
'multisensory
ref'erence
book' can be created.

10


4

lists
Picturebankandvocabulary

FOODAND DRINK
l. bread

21. orange

2. butter

22. apple

3. jam

23. lemon

4. sandwich

24. dessert

5. cheese

25. CAKC

6. ham

26. ice cream

7. sausage

27. sweets

B. egg

28. milk

9. salt and pepper

29. tea

10. meat

30. coffee

11. soup

31. sugar

12. chicken

32. mineral water

13. fish

33. fruit juice

14. vegetables

34. lemonade

15. peas

35. wine

16. potato

36. beer

17. salad

37. chocolate

18. chips

38. breakfast

19. fruit

39. lunch

20. strawberry

40. dinner
11


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LEISURE

l4

1. sport

21. chess

2. swimming

22. toy

3. cycling

23. photography

4. football

24. DIY

5. tennis

25. gardening

6. athletics

26. radio

7. gymnastics

27. television

B. fishing

28. video

9. winter sports

29. computer

10. team

30. relaxation

11. match

31. newspaper

12. stadium

32. magazine

13. a walk

33. fashion

14. film

34. dog

15. play

35. cat

16. party

36. horse

17. rock concert

37. rabbit

18. pop star

38. bird

19.CD

39. fish

20. cards

40. mouse


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TRAVEL
1. bicycle

21. timetable

2. motorbike

22. luggage

3. car

23. lost property

4. taxi

24. waiting room

lr. OUS

25. toll

6. coach

26. petrol station

/. lorry

27. to fill with petrol

B. train

28. petrol

9. underground

29. oil

10. ferry

30. tyre

11. aeroplane

31. hovercraft

12. station

32. breakdown

13. port

33. traffic jam

14. airport

34. town centre

15. motorway

35. street

16. car park

36. traffic lights

17. traveller

37. north

18. on foot

38. south

19. ticket

39. east

20. ticket offlce

40. west


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WEATHER
AND CALENDAR"
1. morning

2l . April

2. afternoon

22. May

3. evening

23. June

4. night

24. July

5. day

25. August

6. week

26. September

7. month

27. 0ctober

8. weekend

28. November

9. spring

29. December

10. summer

30. weather (forecast)

11.autumn

31. it'scold

12. winter

32. it's hot

13. year

33. it's foggy

14. birthday

34. it's windy

15. Christmas

35. it's sunny

16. New Year'sEve

36. it's bad weather

17. Easter

37. it's fine weather

18. January

38. it's snowing

19. February

39. it's freezing

20. March

40. it's raining

"Pleasenote that illustrationsfor seasonsand months are relatedto weatherand cultural traditions in
GreatBritain.
20


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ANDJOBS
PEOPLE
1. woman

21. vet

2. man

22. baker

3. friend

23. receptionist

4. girl/boyfriend

24. shop assistant

5 . neighbour

25. musician

6 . retired person

26. butcher

7. househusband/wife

27. policeman/woman

B. pupil

28. chemist

9. student

29. bank clerk

10. unemployedperson

30. farmer

11. customer

31. nurse

12. tourist

32. artist

13. computerprogrammer

33. waiter/ress

14. postman/woman

34. customsofficer

15. engineer

35. driver

16. doctor

36. cook

17. dentist

37. teacher

lB. flight attendant

38. mechanic

19. fire officer

39. hairdresser

20. office worker

40. bricklayer

23


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