INSTITUTO SUPERIOR MUTASA

UNIDADE ORGÂNICA DE CHIMOIO

EAD
Licenciatura em Ensino de Inglês

Subject: English Language 1 Teaching Practices

Teacher: Miss Carolina
2° Year / 1° Semester

1 lesson notes
Topic: Flashcards to teach Vocabulary
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WHAT ARE FLASHCARDS?

According to Cross (1991:119), flashcard is a simple picture on a piece of card or paper, which is
probably the most widely used visual aids in language teaching. It means that flashcard is one of
media which can help the teacher to teaching English easily. Flash cards in teaching vocabulary
are very simple visual aids and the teacher can make the students more active during the teaching
learning process.
College(2013) affirms that flashcards are one of the best methods to use for studying and
memorizing information. You can use flash cards to learn just about any information for any
class, such as vocabulary, mathematical equations and formulas, terms and definitions or main
ideas and topics.

DEFINITION OF FLASHCARD
Haycraff (1978: 102-106) states that flashcards are cards on which words and/or pictures are
printed or drawn. According to Dictionary (1995: 94), flashcard is a card with the word or words
and sometimes a picture down it. Based on discussed above, it can be taken a general view that
flashcards are cards with a word or words, number, or a picture on it for use in the classroom by
teacher and students that help to learn and memorize new words.
According to Victoria Street Flashcards can be a very useful strategy for recalling information
that will further trigger your memory. The same author states that Flashcards hold just a small
amount of information—and this small amount, like a fact, formula, picture, or symbol— Helps
to prompt other/related pieces of information. The cards activate other things you know about the
topic they cue you to remember something. They are quick, easy to make, and can even be fun!

KINDS OF FLASHCARDS
Haycraff (1978: 102-106) states two types of flashcards. They are word flashcards and picture
flashcards. Word flashcards are cards on which words have been printed. When practicing word
order, the teacher can use a number of cards representing all the words in a sentence.
The flashcards can be fixed to the board, or given to a student, and arranged correctly either by
the class a whole or individual students. The word flashcards also can be used to practice
structure. Then, picture flashcards are useful for presenting, practicing and revising vocabulary
or as prompts for other activities – for example, to illustrate the characters in a dialogue, to help
students improvise. Picture flashcards can be used as prompts for simple substitution drills.
Picture flashcards are also useful for identifying verbs on action.

ADVANTAGES OF USING FLASHCARDS

Haycraft (1978:102) and Cross (1991:120) remarks that there are some advantages of using
flashcards in language teaching.
 Flashcards can be used for associating vocabulary.

 Flashcards are motivating and eye-catching.

 Flashcards can be used for any level students.

 Flashcards can be taken almost everywhere and studied when are has free moment.

 Flashcards can be arranged to create logical grouping of the target words.

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 Flashcards are cost effective.

 Flashcards provide visual link between L1 and the target language.

 Flashcards also can be used for practicing structure and word order or for a variety of
games.

Therefore flashcards have many advantages; they are in motivating and stimulating the students.
Teachers can use them at any time and in any situation when they want to teach.

MORE ADVANTAGES
Flashcards are effective memory-aid tools that can help students learn new material quickly.
Although it may be tempting to associate flash-card learning with younger children who may be
learning the basics of arithmetic, an article published on the Indiana University-Purdue
University, Fort Wayne website notes that the use of flash cards can be effective in college
disciplines like psychology.

 Economic Advantages
Flash cards can be one of the least expensive ways to study material. There is no need to go out
and buy a set of fancy illustrated cards. Instead, create flash cards with simple 3 x 5-inch index
cards, which can be utilized with or without lines depending upon the type of information needed
(Lewis, 2010).

 Portability
Flash cards provide students with a portable learning tool. Rather than having to carry around a
book or notebook, flash cards allow students the opportunity to take as many cards as are needed
(Lewis, 2010).
 Efficiency
The portability of flash cards can improve efficiency in learning new material. By taking the
cards everywhere, students can make effective use of their time when they would otherwise not
be studying, such as using them while walking on the treadmill (Lewis, 2010).
 Condensing Material
One mistake students sometimes make when studying for college classes is trying to learn too
much material at one time. This can make the learning process cumbersome and can be
overwhelming. Flash cards eliminate extraneous material as they can focus on only the most
important elements of what students need to learn (Lewis, 2010).
 Versatility
Utilize flash cards for virtually any subject. They make perfect learning tools for memorizing
vocabulary for the study of foreign languages, English vocabulary, math formulas, dates and
events for history classes, psychology terms and even more advanced topics, like medical
terminology (Lewis, 2010).
 Variety
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Since the order can be shuffled, flash cards prevent students from simply memorizing the order
of the answers in long-list items. Reverse the flash cards so the answers can be seen first and
students must surmise what the original questions were (Lewis, 2010).

ACTIVITIES TO USE WITH FLASHCARDS

Flashcards can be used in many ways to introduce and practice vocabulary, as well as
consolidate, recycle and extend children‘s language.
The following are ways to use flashcards according to Soberón (2012):
 Flash: Show each flashcard to the children in turn very quickly by holding it at the sides
between your thumb, index and second finger and ―flashing‖ it or turning it round very
quickly. Children look and guess what it is. Re-cast and introduce the word in English as
appropriate.

 Slowly, slowly: Choose the flashcards you are going to use and have ready a plain piece
of card the same size. Hold up each flashcard in turn covered completely by the card at
first. Pull down the card to slowly reveal
the picture and encourage children to guess what it is. Children call out the name once they can
see enough to recognize the picture.

 Point to: Stick a set of flashcards on the walls round the classroom. Hold up each one
and get the children to say the names as you do this. Give instructions for example: Point
the spider! Children listen, look round the classroom and point to the correct flashcard as
fast as they can.

 Mime the flashcard: Hold up flashcards in turn and say the names. Children do a mime
in response for example they can pretend to eat a particular food (if they are using food
flashcards), imitate a particular animal (animal flashcards) or put on clothes (clothes
flashcards). Then do mimes of different flashcards yourself or invite individual or pairs of
children to take turns to do this. Children watch and call out the names.

 What’s missing? Stick a set of flashcards on the blackboard. Hold up each one and get
the children to say the names as you do this. Then say ―close your eyes‖ and
demonstrate meaning. When children have their eyes closed, quickly remove one of the
flashcards from the blackboard. Children open their eyes and call out the name of the
missing flashcard.

 Magic eyes: Stick a set of no more than six flashcards in a row on the blackboard. Say
the names and get the children to repeat them two or
three times. Then remove the flashcards one by one. Point to where they were and children
repeat the names as if they were still there.

 Flashcard instructions: Stick a set of flashcards on the walls around the classroom.
Divide the class into groups. Then, give each group instructions in turn for example:
Group 1: Walk to the elephant, group two: Jump to the lion and children respond.
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 Repeat if it’s true: Stick a set of flashcards on the blackboard. Point out one of the
flashcards and say the name, if you have said the correct name, children repeat it, if not
they stay silent. This activity can be made more challenging if you say sentences for
example; it is a red tomato.

 Lip Reading: Stick a set of flashcards on the blackboard. Choose one flashcard and
mouth the word silently to the class, children lip read what you are saying and respond
by saying the word out loud.

 Guess the flashcard: Stick a set of flashcards on the blackboard. Secretly choose one
and encourage children to guess which it is asking you questions for example: Is it red?
No, it is not. Is it blue? Yes, it is. Invite individual children to the front of the class in
turn and get them to secretly choose a flashcard while the others guess in the same way.

 What is it? Stick six-eight flashcards from different units on the blackboard. Elicit or
remind children of the names. Choose one and give clues for example: It is a small
animal. It is got eight legs. It runs. I am scared of it. What is it? Children listen and
identify the correct flashcard: (It is the) spider.

 Kim’s game: Stick eight-ten flashcards form different lexical sets on the blackboard.
Elicit or remind children of the names. Give the children one minute to look in silence
and try to memorize the flashcards before removing them from the board. Children work
in pairs and write a list of the flashcards they can remember. Check the answers by
eliciting answers from the whole class and writing a list on the blackboard.

 Flashcard groups: Divide the class into groups or three or four. Give each group of
flashcards and explain that this is the name of their group. Give instructions for example:
apples: touch your nose! Carrots: put your hands on your head! Children listen and
follow the instructions for their group.

 Flashcard charade: Divide the class into groups of three or four. Give each group a
flashcard, making sure that other groups do not see. Explain that children must think of a
way to mime their flashcard. Give them a minute or two to prepare this. Each group then
takes turns to do their mimes to the rest of the class and guess each other‘s flashcards.

 Stand up: Divide the class in two teams. Stick four-six flashcards on the left of the
blackboard for one team and four-six flashcards on the right of the blackboard for the
other team. Say he words in random order. Children listen and stand up as fast as they
can if the word belongs to their team.

 Flashcard letters: Divide the class into groups of five or six. Give each group a
flashcard (making sure other groups do not see) and explain that children must take the
letters to spell the name of the picture with their bodies. Give them a few minutes to
prepare this and encourage them to check spelling if necessary. Each group then takes
turns to make the letters of their words with their bodies and to guess each other‘s words.
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 Who’s got the flashcard? Have a music Cd ready for this activity. Children stand close
together in a circle with their hands behind their backs. Choose one child to stand in the
middle of the circle. Show the flashcards you are going to use first and elicit or remind
children of the name. Explain that when you play the music, children should pass the
flashcard round the circle behind their backs, when the music stops, they should stop
passing it round. The child in the center has three chances to find out who has got the
flashcard by asking questions for example: have you got the sweater? Yes, I have/ No I
have not. If he or she finds the child with the flashcard, that child has the next turn. The
game continues in the same way using a different flashcard each time.

 Ball game: Have a soft ball ready for this activity. Stick eight-ten flashcards on the
blackboard. Children stand in a circle. Hold up the ball, say one, two, three and name
one of the flashcards on the blackboard for example: grasshopper! as you throw the ball
to a child in the circle. The child who catches the ball repeats the procedure and names
another flashcard. The game continues in the same way until all the flashcards on the
blackboard have been named.

 Flashcard chain: Have a set of flashcards ready. Stand or sit in a circle with the
children. Pass the first flashcard to the child on your left and ask a question for example:
Do you like carrots? Yes, (I do)/ No (I do not). After answering, the child then asks the
question and passes the flashcard to the next child and so on round the circle. When the
flashcard is three children away from you in the circle, introduce another one by asking
the child on your left a question in the same way.

 Threes: Sit in a circle with the children and divide them into two teams. Lay three of the
flashcards out in front of you and elicit or remind children of the names. Then turn the
flashcards over so that the pictures are hidden. Change the positions of the flashcards on
the floor so that the children can no longer easily identify them. Invite a child from one
of the teams to name one of the three flashcards. This child then tries to find this
flashcard by choosing one of them and turning it over to reveal the picture.

If it is not the flashcard they named, the three flashcards are turned over and moved around again
and a child from the other team has a turn in the same way. If it is the flashcard they named, they
keep it for their team, you then need to introduce another flashcard to make up the three in the
game. The game continues in the same way with the children on each team taking turns to name
and turn over the flashcards. The team with most flashcards at the end of the game is the
winners.

 Flashcard bingo: Use ten-fifteen flashcards for this activity, stick the flashcards on the
blackboard. Children draw a grid with six squares and write the name of one flashcard in
each square (encourage them to check spelling to do this as necessary). When children
are ready, remove the flashcards form the blackboard and shuffle them. Hold up the
flashcards one by one and say the names. Children listen and write a cross on the word if
it is in their grid. The first child to write a cross on all six words in their grid calls Bingo
is the winner.
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 Flashcard whispers: Children stand in two lines facing the blackboard. Secretly show
the last child standing in each line a flashcard. This child then whispers the name of this
flashcard to next child and so on up the line. The child at the front runs to the blackboard
and draws or writes the word. They the go to the back of the line. Repeat the procedure
several times.

 Odd one out: Stick three or four flashcards in a row on the blackboard for example:
butterfly, beetle, spider or apple, carrot, pizza, tomato. Children look and identify the
odd one out and say why, for example: spider. It is got eight legs/ pizza. It is not from
plant. Repeat the procedure several

 Flashcard story: Give out flashcards you are going to include in the story to the
children in pairs. Invent a very simple story using a puppet or coursebook character or a
child in the class. An example of one using color flashcards is as follows: One day Jack
paints a picture (use mime to convey meaning) He paints with red, he paints with blues
and purple, etc. (naming all the colors). Jenny says, ―What a wonderful picture‖ Jack is
very happy. Scruffy the dog is very happy too. He wags his tail like this and oh dear, he
spills all the paint. Now Scruffy is red and purple and… (Name all the colors again).
Children listen and hold up the colour flashcard they have got when they hear the
corresponding word in the story.

 Jumbled words and flashcards: Stick flashcards and word cards on the blackboard in
jumbled order. Invite individual children out to the blackboard in turn and get them to
draw lines to join the flashcards and words.

 Match the flashcards and words: Stick flashcards on the blackboard. Give out word
cards to individual children. Children take turns to come out to the blackboard and stick
their words by the correct flashcard (alternatively, you can stick the word cards on the
blackboard and give the flashcards out to the children).

 Stop: Stick a flashcard on the blackboard and elicit or remind children of the name. Hold
up word cards one by one. Children read the words silently until you hold up the word
card which matches the flashcard. They then call ―Stop‖ and read the word out loud.
Repeat the procedure with different flashcards.

 Team game: Have ready two sets of word cards for the same flashcards for this game.
Divide the class into two teams. Stick flashcards (as many as there are children in each
team) on the blackboard or on the walls around the classroom. Give one word card to
each child in both teams. When you call out the name of one of the flashcards, the child
in each team who has the corresponding word card gets up and goes to touch the
flashcard and hold up their word card as fast as they can. The child who gets there first
each time wins a point for their team.

 Blackboard pelmanism: Use eight-ten flashcards and word cards for this activity. Stick
the flashcards in jumbled order on one side of the blackboard, facing inwards so that
children cannot see the pictures, and number them. Do the same with the word cards on
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the other side of the blackboard. Invite one child to choose a flashcard for example:
Number two, please! and, as you turn it round to show the picture, to say what it is for
example: it is a hat. Then invite the same child to choose a word card in the same way. If
the flashcard and word card chosen by the child match, remove them from the
blackboard. If not, turn them both round so that they are in exactly the same position but
facing inwards again. The game proceeds with different children taking turns to choose a
flashcard and word card in the same way, trying to match them from memory until they
are all removed from the blackboard.

 Classify the words: Draw two or three large circles on the blackboard and write the topic
words at the top of each one for example: animals, food, clothes. Children take turns to
come to the front of the class, either individually or in pairs, read a word card that you
give them and stick it in the correct circle.

WHY USE FLASHCARDS?

Gelfgren (2008) expresses that different students learn in different ways, and it is relevant to
make use of visual teaching methods since studies show most of students learn through visual
ways. Flashcards are a clear and colorful way to teach vocabulary in a funny way, and they can
have a positive effect on the visual learning process of the students.
The author suggests that flashcards can be used for any subject, for example elementary or more
advanced language training (vocabulary and grammar), mathematics, biology and geography.
Flashcards are easy-to-use and handy resources for teachers and they can be used on any class
level. They are excellent for presenting vocabulary, drilling and repetition. For many students,
using flashcards is a fun way to learn new vocabulary and grammar.

WHEN AND WHERE USE FLASHCARDS

Gelfgren (2008) states that flashcards work well in individual, pair and group work. Students can
ask each other questions and help using flashcards. They can use pictures to learn new
vocabulary and expressions, then move on to simple pictures and word cards, and finally to
exercises and activities using flashcards.
Flashcards are a quick and easy way to make use of visual means to help students learn and drill
vocabulary. 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 in groups.
Children who can read can use flashcards with pictures and flashcards with words and combine
them.

AREAS OF APPLICATION
Gelfgren (2008) presents ideas and examples on how the flashcards can be used in fourteen
different 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. The teacher can include specific vocabulary in several different kinds
of exercises, until the students master them.

 LEXICON- Flashcards are invaluable for teachers who teach small children, school
children and adults (Gelfgren, 2008). Combine flashcards with words and flashcards
with pictures and you have hundreds of different games and exercises done for your
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lessons. The varying methods allow students to stay focused instead of getting bored
with repetitive drilling activities.

 THE ALPHABET- The alphabet is an important learning area for pre-school children
and for adult students whose first language does not have the Latin alphabet or Latin
symbols. Use different methods with pictures, words, or only with letters or phonetic
letters to find the most appropriate way for your students to learn them (Gelfgren, 2008).

 PRONUNCIATION- Pronunciation cards are very useful because students can practice
words and pronunciation in several ways while learning to communicate effortlessly
(Gelfgren, 2008).

 GRAMMAR- Teaching grammar does not always have to be about theory, translations,
written exercises and fill in the gaps exercises. By using grammar flashcard games, you
can combine grammar theory while doing the exercises orally and the students learn to
communicate at the same time. This is a modern technique that has become more
common during language training lessons for adults, where students often are more
concerned about their communication skills than their written skills (Gelfgren, 2008).

 DISCUSSION- An important part of everyday life and communication is being able to

ask questions, give answers, express opinions and provide descriptions. The discussion
cards are used to spark conversations, such as how to get acquainted with each other or
talk about news and current events. Your students learn to use their imagination to form
long sentences and engage in conversation. It will be easier for students to learn new
words that are connected to specific topics when introduced to them on flashcards with
keywords and/or pictures, and to 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 dividing students in groups of pros and cons (Gelfgren, 2008).

 QUIZ CARDS- Instead of only written tests, quiz cards can be used to vary the methods
used to test students‘ skills, making the test itself into a fun game. Quizzes that are
suitable for your students can be compiled on various subjects and themes and for
different levels. For students at lower levels, quizzes may also include multiple choice
questions.
Instead of simply testing the students‘ knowledge, try using the cards in this way! It can give
your students a different perspective and stimulate discussion around a theme. Individuals have
the ability to learn while listening to the other students‘ comments about the theme (Gelfgren,
2008)

 ROLE PLAY- You can encourage the students to learn in a fun way with the help of
role-play cards. The students can use their existing vocabulary and learn new words in a
foreign language. Role-play cards can also provide support in developing imagination
and improvisation. These flashcards can be informative; improve communication skills,
and they can be used as a supplement when teaching the cultural aspect of the language,
such as manners and customer service in different countries (Gelfgren, 2008).
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FLASHCARDS WITH ASSOCIATIONS, SYNONYMS AND OPPOSITES

Teachers can use flashcards with associations, synonyms and opposites to enrich the students‘
vocabulary. These games develop both vocabulary and language fluency. In these games,
students are encouraged to independently develop their vocabulary – it is faster and more
stimulating than having the teacher explain the word (Gelfgren, 2008).

LANGUAGE COMPREHENSION
Flashcards can be valuable in activities related to language comprehension and listening, but this
requires a little more preparation by the teacher. Keywords are good to remember, and they
should be used to strengthen the immediate language understanding in an auditory task
(Gelfgren, 2008).

FLASHCARDS – DIFFERENCES
These flashcards include activities with the purpose of learning the myriad of language
differences that exist between native speakers of the same language coming from different
countries (for example U.S English and British English, Standard Swedish and Finnish Swedish)
(Gelfgren, 2008).

FLASHCARDS WITH NUMBERS, MONEY AND TIME

It is important for everyone to know the numbers, the ordinals, dates and the time. It can be
difficult for adults learning a new language and for young children to master these. The various
exercises and games with these cards make learning fun.

FLASHCARDS IN FOREIGN LANGUAGES

Language teachers may come to realize that flashcards with pictures and flashcards with words
are priceless when new vocabulary is presented. In the case of immersion, this is the easiest and
fastest learning method. If you use both the students‘ first language and target language,
bilingual flashcards can be very helpful (Gelfgren, 2008).