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    Thread: Using flash cards in the classroom

                      
       
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    1. #1
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      Using flash cards in the classroom

      I must admit I don't use them as often I i think I should.
      Lack of them, they always get lost in our centre.

      Do you use them often?
      Do you find they help in a classroom environment?

      I use a lot of other visuals, things that are in the classroom, or on the white-board.
      I may just get myself a whole job lot of flash cards downloaded, laminated and keep them, for myself.

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      Re: Using flash cards in the classroom

      I am a strong advocate of flashcards with lower level learners.

      Here's a paper I wrote on the presentation of vocabulary:

      Presenting Vocabulary



      Presenting new vocabulary or reviewing previous vocabulary is a very important part of an English language lesson. Proper presentation and checking can aid students in remembering the new vocabulary and quickly understand definitions, how it is used and what part of speech it is. In order of effectiveness, the different methods are:

      Introducing Nouns


      Realia
      Realia means using the ‘real’ item to introduce the new word. If you want students to learn the word ‘stapler’, then you use a stapler to introduce the word. If the new word is ‘elephant’, it is rather difficult to bring a full-sized elephant into the classroom so a toy would be considered realia.

      Visual
      This means using a drawing or picture to introduce the new word. Visuals should always be clear and easy for students to see and understand.

      Explanation/Translation
      This is the least effective method of introducing vocabulary to the students. While it is easy for the teachers to do, the students don’t remember the word as well, nor are they able to understand (without further explanation or translation) how and when the word is used.

      Introducing Verbs


      Gesture/Mime
      Like ‘realia’, this is a demonstration of the actual word. If the word is ‘run’, the teacher mimes running. If the word is ‘to call’ (on the telephone), the teacher acts out calling someone on the telephone.

      TPR (Total Physical Response)
      Like Gesture/Mime this is can be a demonstration of the word. In TPR, the teacher models a gesture along with the word and the students repeat that gesture while saying the word. This is especially effective when teaching prepositions of place, directions or simple phrasal verbs like ‘stand up’ and ‘sit down’.

      Visual
      This means using a drawing or picture to introduce the new word. Visuals should always be clear and easy for students to see and understand.

      Explanation/Translation
      This is the least effective method of introducing vocabulary to the students. While it is easy for the teachers to do, the students don’t remember the word as well, nor are they able to understand (without further explanation or translation) how and when the word is used.
      The Presentation


      Eliciting from the students
      A good teacher never gives students the answer unless no student in the class knows. Students remember better and feel more a part of the lesson if the teacher is always trying to get the answer from them. This is called eliciting. Presenting vocabulary is a good place for us to engage our students in the lesson.

      When the teacher introduces the new vocabulary (by realia, gesture, TPR or visual) the teacher should ‘set the scene’ or focus students on how and where the new vocabulary is used. ‘Stapler’ be introduced with something like, “This is something you find in an office or school. We use to put papers together so they can’t be lost. Do you know what this is?” Notice that the teacher just doesn’t hold up the stapler and immediately tell the students what it is.

      Students appreciate and enjoy being a part of the lesson. The more they are involved the more effective the lesson will be.

      Once the word has been given (by student or teacher) the teacher should model the word, giving accurate and correct pronunciation. The students then repeat the word as the teacher modeled it. This is called a chorus. The teacher should model and the students chorus the word no less than three times. Then the teacher calls on several individual students to say the word, checking for accurate pronunciation. When this is all done the teacher tacks the visual on the board.

      Why so many times? Language researchers have discovered that a new word must be heard and said by students no less than ten times for the students to remember that word. This method is: Teacher model ( 1 ), Teacher model ( 3 ), Students chorus ( 3 ) and no fewer than ( 3 ) individual students. This is the minimum number of 10 that the researchers discovered was necessary.

      After all of the new vocabulary has been introduced then the teacher points at the first visual and the students say the word. The teacher then writes that word on the board in the appropriate place.

      Using the Board as a Teaching Tool

      When we are ready to write the vocabulary words on the board, we should use our board in a way that is clear for students to understand what part of speech the new vocabulary word is.

      a stapler to copy quickly

      an eraser to fax accurately

      As we point at the picture, gesture or remind the students of the new word and they repeat it to us, we write it on the board. Nouns should be placed in the first 1/3 of the board, verbs in the second 1/3 of the board and modifiers, etc. in the last 1/3. If consistently use this method, students will always understand where a word fits in the English language.

      Checking

      We need to check to know that our students understand the new words. We need to ask open-ended questions for them to answer. ‘Stapler’: What do we use it for? Where would we find a stapler? Who uses a stapler in their job? These are the kinds of questions for our students to demonstrate they understand. We should avoid Yes/No questions and NEVER ask, “Do you understand?” Even if they don’t they will probably say yes and it will be a problem later in the lesson.

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      Re: Using flash cards in the classroom


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      Originally Posted by MisterStretch
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      Here's a paper I wrote on the presentation of vocabulary:

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      Nice mate, thanks for the share
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      Re: Using flash cards in the classroom

      For me, flash cards are great because you can play lots of games using them...

      Two obvious categories:

      Race games - students have to pass the flashcards between each other and race. A classic one would be flashcards of food. The first student has to pick up a card and ask the 2nd student 'do you like...?' The 2nd student answers and then takes the flashcard and asks the third student. Points can be awarded for both speed and clear pronunciation.

      Memory games - after flashcards have been drilled they can be put face down on the board using magnets. Then students in teams have to try to remember what flashcard is where. Points can be awarded for selecting the right flashcard...

      These games can be endlessly adapted and I'm sure there are more categories to boot.

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      Re: Using flash cards in the classroom

      I use a lot of other visuals, things that are in the classroom, or on the white-board.
      I may just get myself a whole job lot of flash cards downloaded, laminated and keep them, for myself.[/QUOTE]

      I use them a lot. I bought a laminator, cheaply at Makro because the laminating costs seemed high. Having them laminated is great; they last more than 2 minutes and I can throw them on the floor and play find me a...

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      Re: Using flash cards in the classroom

      I regularly have flashing students on my lesson plan. I get the YLs to sit on the floor in a horseshoe then use them normally, one by one to present and get students to repeat. Then slow reveal or quick flash. You can put them on the floor in a grid and point to them. Say the word and get ss to slap the correct card (quick way to mayhem). From a grid, point and gradually turn over more cards so ss have no visual stimulus, they're just remembering the word. Using the same grid assign the cards sequential numbers, eg 1-9, start off with adding 1+2=3 while pointing at the cards, once the students have that idea change to 1+2=banana, then onto apple+banana=pineapple (fruits being the TL of the flashcards). Once the students have it figured out, let them ask each other in pairs s1: apple+strawberry=??? s2 apple+stawberry=mango. Ss love it.

      I hope that makes some sense?

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      Re: Using flash cards in the classroom


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      Originally Posted by Fannycartright
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      flashing students

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      Originally Posted by Fannycartright
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      Then slow reveal or quick flash.

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      Originally Posted by Fannycartright
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      I hope that makes some sense?
      In a rather kinky way, yes. Seriously though, I can see your point.

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      Re: Using flash cards in the classroom

      Always good for a staff training day 4pm, room 12, Flashing your Students.

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      Re: Using flash cards in the classroom

      Flash cards are great. I often use them in the classroom. I use them to help teach vocabulary but I sometimes also let the students use them for restricted practice type TL activities, not only for vocab.

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      Re: Using flash cards in the classroom


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      Originally Posted by Fannycartright
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      Always good for a staff training day 4pm, room 12, Flashing your Students.
      Unless you have established "flashing" as a verb for using flashcards...let's keep the flashing to the other teachers, eh?

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