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INTRODUCTION
C HAPTER 1: INTRODUCING
NEW VOCABULARY WITH
FLASHCARDS
(T shows hair salon flashcard)

3) Opposites
WHY FLASHCARDS? T (using Faces flashcards):
Most ESL teachers use flashcards to
Is he happy?
Flashcards are a tremendously useful introduce new vocabulary, but here
(T shows sad face)
tool in the ESL classroom. They come are some more ways in which you can
S say, No, he isnt.
in a variety of sizes and materials, go beyond the mere flashing of the
T says, Hes sad.
and are very versatile, so versatile, in card to introduce new words. When-
fact, they may be adapted to a wide ever you are introducing a new set
T (using Animals flashcards):
range of activities and to suit any level of words with flashcards, make sure Is a cheetah slow?
or class size. Still, most ESL teachers you choose 5-8 words that are related (T shows cheetah card)
dont exploit ESL flashcards to their or fall into the same category, but not S say, No, it isnt.
full potential. more than ten. T says, Its fast!
1) Showing/Pointing T (using Transport flashcards):
Is a chopper quiet?
WHAT DO YOU This classic technique can be used (T shows chopper card)
GET? with any set of cards. S say, No, it isnt.
T says, Its loud!
Included in this package you get Teacher (T) shows students (S) a
600+ high resolution, poster quality flashcard and says the word out loud. 4) Illustrated phrases
flashcards that are ideal for printing. S repeat. T shows three more flash-
Please see the Flashcards folder in- cards and S repeat each word. It is essential for students to learn
cluded in the archive you have down- words in context, and flashcards are
loaded from BusyTeacher.org. T folds back the caption underneath a great way to provide students with
the picture so S cant see it. T shows this context.
The flashcards are organized into a cow and asks, Is this a cow?
sets that cover such popular ESL top- S answer, Yes, it is. Say the topic to be covered is home
ics as Advice, Animals, Faces, Food Repeat with each of the flashcards to improvement youll need to use the
and Drink, Holidays, Nature, Objects, obtain a yes answer for each. Tools cards. T starts by introducing
People, Sports, Transport, Travel, the setting.
Verbs, and the Zodiac Signs. T shows a pig and asks,
Is this a pig?
IMPORTANT: Each card comes S answer, No, its not. Mr. Thompson was very busy
with a caption that may be shown around the house last weekend.
to students or folded back to hide T asks, What animal is this? He used his rake (T shows rake)
the word. S answer, Its a cow. and gathered all of the leaves onto
Repeat with each of the cards. Nega- one big pile. Next, he shoveled (T
This manual has been made spe- tive answer leads to key question. shows shovel) the leaves onto
cifically for this set of cards. In the his wheelbarrow (T shows wheel-
manual, we offer suggestions for sev- T shows random flashcards and asks barrow). Finally, with his weed
eral types of activities, and specific the key question, wacker (T shows weed wacker)
instructions on how to make the best What animal is this? he trimmed the yard.
use of your new set of ESL flashcards.
2) Naming
Do you find yourself wishing you T repeats the story but pauses af-
had less class preparation time Instead of simply showing the flash- ter showing each card so S have a
and more FREE time? card, the T sets the stage and defines chance to say each word. T repeats
a situation, item, or setting. story one final time, but this time with
This set of flashcards is the answer the captions folded back so students
youve been looking for! With these T (using Places flashcards): cant read the words.
flashcards, you will no longer have to If you fall down, and you hurt a
spend endless hours making, print- leg, foot, or arm, where do you
ing or coloring your own materials. go? To the hospital.
The manual even gives you ideas and (T shows hospital flashcard).
suggestions for activities. What more
could you ask for? Where do you go if your car
needs gas? To the gas station
(T shows gas station flashcard)

Do you cut your own hair? (no)


You go to a hair salon.

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C HAPTER 2: PRACTICE
ACTIVITIES AND GAMES
WITH FLASHCARDS
takes their turn and points are tallied
in the end.

5) Tic Tac Toe


team that writes them all correctly
wins.

10) Matching game


Games you play with flashcards are
T sticks the flashcards on the board in T places 6-10 flashcards vertically on
fun for students, but also fabulous
a 3 by 3 grid with the captions folded one side of the board (with no cap-
ways to review the vocabulary theyve
back. Teams take turns saying the tions showing). T writes the words that
learned. Most of these games can
word the flashcard illustrates. If they correspond to those cards vertically
be played with any sub-set of cards,
are correct, T removes the card and on the other side, but in a different or-
though we offer some suggestions
replaces it with a X or O. Teams play der. Teams take turns matching a card
for each. Most of these may also be
till one gets a Tic Tac Toe. to a word. The team that matches the
adapted to different ages or levels.
most words correctly wins.
6) Pass the envelope
1) Where is/was the ...?
11) Board Game
T places a set of flashcards inside an
T places flashcards around the class-
envelope or box. T plays some music Make your own simple board game or
room: on the walls, under/on chairs or
and S pass the envelope around. T use any that has boxes your students
tables, inside books (but with the edg-
stops the music and the S who has may move along. You may set up dif-
es peeking out), etc. Review preposi-
the envelope must take one of the ferent board games with 2-4 smaller
tions of place, plus any new vocabu-
cards out and say the word it repre- groups. S must first choose something
lary learned.
sents or use it correctly in a sentence. they can use as a marker, perhaps
T plays the music and S continue their own eraser or pencil sharpener.
Option 1: T asks, Where is the
passing around the envelope till all of T places a set of flashcards at the
...? S answer, Its on/under/
next to the chair. the cards have been taken out. center of the board. S take turns roll-
ing the dice and moving the indicated
Option 2: T asks, Where is my 7) Whats missing? number of steps. Once they land on a
pen?, and one S goes to where box they must take a flashcard from
it is, picks up the card, brings it T sticks 5-10 flashcards on the board, the pile and either name it, use it in a
back to the teacher and says, It depending on the level of difficulty sentence, or ask a question with the
was in your book. desired. S must study the board for a word. If they use it correctly they get
Dont forget to thank your student few seconds. T asks students to cov- to stay on new their spot, but if theyre
for kindly retrieving it for you! er their eyes and removes one of the wrong they must go back 3 steps.
flashcards. The first S who remem-
2) Bingo bers which ones missing gets a point. You may also include special boxes
Start again by placing the card back in your board game like:
T hands out previously prepared Bin- onto the board and removing another
go Cards, or helps students make their one. For greater challenge T may re- A free box where they have to
own. T places the set of flashcards in quire S to either supply a definition of do nothing
a bag and draws one at a time. S that the word or use it correctly in a sen-
gets 5 in a row or a full card wins. tence. A x3 box where they have to
name the word that appears in
3) Examples for points 8) Odd one out flashcard, use it in a sentence
AND ask a question
T writes several different point values T sticks several flashcards onto the
on the board. T sticks flashcards over board of a particular set, for example, A box that says, ANSWER
the points so S cant see how many Tools, with an extra card from anoth- CORRECTLY AND MOVE AND
points each have underneath. S uses er set, say Clothes, mixed in. S have EXTRA 3 STEPS FORWARD
a word in a sentence. If the sentence to say which card is the odd one out.
is correct, T removes the flashcard, A box that indicates that S must
thus revealing the number of points 9) Jot it down! go back 3 steps instantly
the S has won. Points are tallied for
individual students or teams. S or T sticks 6 cards with the captions fold- 12) Flashcard Basketball
team with the most points wins. ed back going down vertically on one
side of the board and another 6 cards T sets up a basket, box or bucket in
4) Slap that card! in the same arrangement on the other the front of the class. S line up in two
side. S divide into two teams and line teams at the same distance from the
T places cards on a table or sticks up in front of the board. S1 writes the basket. T shows S1 in Team 1 a flash-
them onto the board with the cap- first word next to the card, and passes card and he/she must say what it is,
tions folded back. T divides S into two the marker to his/her teammate who use it in a sentence or ask a question
teams. One S from each team stands writes down the second word, and so with it. If S1 is correct, T gives him/
in front of the board or table with their on till all 6 words have been written her a ball and he/she has the opportu-
hands behind their backs. T says a down. If someone writes a word incor- nity to shoot for the basket for points.
word and the S who slaps it first gets rectly, everything is erased, and they T continues with Team 2. Scores are
the point. Each of the team members have to start over from the top. First tallied in the end.

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13) Flashcard dash!

T scatters flashcards throughout the


classroom. S are split into two teams. WITH
C
HAPTER 3: STORY-
TELLING ACTIVITIES
FLASHCARDS
room. The S who manages to use one
of the flashcards correctly within the
story gets a point:

T calls out a flashcard and one S from (with the Food and Drinks cards)
Dont have a storybook on hand?
each team has to try to find it first and
Use flashcards to illustrate any story,
bring it back to the teacher. If two stu- T: I
or have students create their own.
dents from different teams grab the S1: went
These are great activities to try with
card at the same time, they play a S2: to
beginners or very young learners.
quick game of Rock, paper, scissors S3: the
to see who gets it. The team that col- S4: supermarket
1) Whats the order?
lects the most cards wins. S5: to
S6: buy
T tells a story that includes the words
S7: some
GAMES WITH 2 SETS that appear in the flashcards. S put
S8: apples.
OF FLASHCARDS: the flashcards in the order in which
(S8 gets a point!)
For these games, youll need two they appeared in the story.
And so on...
identical sets of flashcards.

C
2) Im going on a picnic and Im
1) Go Fish - Have you got a ...? taking... HAPTER 4: SPEAKING
ACTIVITIES WITH
To review a specific set of vocabulary, T prepares the Food and Drinks set FLASHCARDS
say Food and Drink, prepare two of cards and shuffles the pile. T takes
sets of flashcards and shuffle your one card from the pile and says, Flashcards are tremendously useful
deck of cards. Depending on the Im going on a picnic and Im tak- in speaking activities or role plays,
size of the group (this game is ideal ing an apple. particularly when you lack the props
for small groups of 4-6 students), deal S1 takes another card and has to or realia to create a more realistic set-
each student 3 or 4 cards. Place the add his own card to the previous by ting. Want to get your students talk-
remaining cards in discard pile. saying, ing? Use any set of cards to present a
Im going on a picnic and Im tak- discussion topic.
S1 asks a classmate if they have a ing an apple and a pear.
card that matches one of their own: And so on, till one student makes a 1) Discussion
Have you got a sandwich? mistake.
S2 must reply either: Yes, I do You may use any of the sub-set of
(and hands over the card) or No, I 3) Fill in the blanks cards to spark a discussion. T dis-
dont. Go fish. plays several of the Food cards mak-
(and S1 takes a card from the dis- T tells a story and uses specific flash- ing sure to include both healthy and
card pile). cards to illustrate it, very much like junk foods. S divide the cards into two
childrens storybooks where some groups healthy snacks and junk
Since the topic is food you may also words in the text are replaced by food by talking about each food,
have them ask each other, small images. For example, fruit or vegetable. T engages them in
Do you like grapes? the discussion by asking questions:
If S2 has the card with grapes, he/ Once upon a time, there was a
she answers, Yes, I do, princess (T shows princess card) Which are healthy foods? Why
and hands it over, but if he/she who lived in a big castle (T shows are fruits and vegetables healthy
doesnt, his/her answer should be, castle card) with the king (T snacks? Why are chips not
No, I dont. Go fish! shows king card) and the queen healthy?
(T shows queen card). One
The S with the most pairs at the end day she lost her crown (T shows
of the game wins. crown card) and... 2) Lets go shopping!
2) Concentration When T is done telling the story, T T displays the clothes flashcards
starts again, but this time showing the as if they were items on display in a
Prepare two sets of flashcards and flashcards with the captions folded shop. S role play a shopping situa-
shuffle the cards. Place them face back. T shows the card, pauses, and tion by taking turns buying and sell-
down on the table. S take turns turn- S must supply the right word to com- ing items. T may guide them with
ing over two cards at a time. If they plete the story at each pause. specific questions they have to use
find a match, they must correctly use (May I help you? What color/what
the word in a sentence in order to 4) One word at a time size would you like? How much is
keep the cards. If they cant use the it? Etc.)
word correctly in sentence, T returns T displays a set of flashcards either
the cards to the table. The S who has on a table, on the floor, or by sticking 3) Flashcards with a purpose
the most pairs of cards at the end of them onto the board for everyone to
the game wins. see. The goal is for everyone to cre- T displays the set of Office flash-
ate a story together one word at a cards. S take turns expressing the
time. T starts and goes around the purpose of each item:

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S1: We use a calculator to add, advice in this case): You should BE T continues with cat/meow, sheep/
subtract, multiply, or divide num- HONEST. Tell her you broke it baa, horse/neigh, duck/quack, cow /
bers. and that it was an accident. moo, pig/oink, or others, illustrating
S2: We use a scanner to scan the song with the animal flashcards.
documents or images, so that we Variation to practice should / After the song, complete the activity
can store them in a computer or shouldnt / must / mustnt: with a matching game. T sticks animal
send them to another person. T shows a card and S must complete flashcards onto the board and writes
S3: We use a paper clip to hold it by using should/shouldnt/must/ the animal sounds scattered through-
several sheets of paper together. mustnt (optional: say why!) out. S match the sound to the animal.
T shows card: Use bad language
4) Describe the suspect S1: You mustnt use bad lan-
guage. (Because its rude.) FACES
T chooses 6-10 of the Faces cards. T shows card: Tell your boss what
T takes a student aside and tells him/ you really think Guess who?
her that they have just witnessed a S2: You should tell your boss what
robbery, and that this is what the rob- you really think. (Hell appreciate Teacher sticks flashcards onto the
ber looked like. T shows S1 one of the your honesty.) board and writes a letter next to
faces and tells S1 not to reveal which each. T says,
one it is. T places the suspect to- 3) Whats your problem? Number1: Who has long, dark
gether with the other faces in a line hair and a ponytail?
up. The remaining S in the class are T presents the pieces of advice and Number 2: Who has short, curly
detectives/police officers who must
hair and looks scared?
S must imagine the sorts of problems
Number 3: Who has short, blond
ask S1 questions to figure out which of they would be good advice for. T shows hair, freckles and looks happy?
the faces corresponds to the robber. card that says Grow a moustache. etc. S write the corresponding letter
S2: Did he have a beard? S1: Im bored with the way I for each number.
S3: Was he wearing glasses? look and I need a different look.
Etc. T shows the Marry for money card.
S2 says, I dont want to work after FOOD AND DRINKS
C HAPTER 5: ACTIVITIES I finish college. How am I going to
support myself? 1) Where are the ...?
FOR SPECIAL SETS
OF FLASHCARDS Make sure students understand Review food and drinks AND practice
most of these pieces of advice are location. T draws the inside of a big
Is there a sub-set of cards youd love
meant to be humorous and should refrigerator on the board, complete
to use? See some vocabulary youd
not be taken as real advice. with shelves. T gives S a bag of gro-
love to teach, but dont know how to
ceries and asks them to put them in
do it? Here are specific suggestions
the fridge. T gives S tape to stick the
for each of the topics/areas weve in-
cluded in this super set of ESL flash- ANIMAL CARDS cards in the fridge, making sure they
use the shelves.
cards:
1) Mystery animal
T: Where are the bananas?
ADVICE CARDS T sticks an animal card onto each S1: Theyre next to the apples.
students back. S walk around the T: Where are the cherries?
1) Good or bad advice? classroom and ask each other yes/no S2: Theyre between the grapes
questions till they guess what animal and the peppers.
T shows students advice cards and they are. First S who guesses cor-
leads discussion on which are good rectly wins! 2) What would you like?
pieces of advice and which are bad.
2) Old Mac Donald Had a Farm T is the waiter/waitress and takes an
Which piece of advice would you Animal sounds order from a group of students. T tells
give a friend? Why? S whether he/she has any particular
S1: Dont eat meat. I think its T teaches S the song through the items, depending on the flashcards
wrong to eat animals. use of flashcards. to be used (I dont have any Sprite,
S2: Talk during movies is bad ad- but I do have Coke). T goes to the
vice. Its impolite and rude. Old MacDonald had a farm kitchen (a corner of the classroom
Ee-yi-ee-i-oh where the Food and Drinks cards
2) Using should And on this farm there was a dog have been laid out) and returns with
Ee-yi-ee-i-oh their orders.
T sticks several of the advice cards With a woof woof here
on the board. T hands S1 a previ- And a woof woof there Now, T divides the class into smaller
ously prepared problem card, whose Here a woof groups with one S acting as the wait-
solution might be on the board. There a woof er/waitress for each group. All waiters
S1: I broke my moms favorite Everywhere a woof woof and waitresses must share the kitch-
vase and I hid it from her. I dont en. If a waiter goes to the kitchen and
know what to say to her. Old MacDonald had a farm
Ee-yi-ee-i-oh... sees that there is no more Coke (this
S2 (Chooses what might be good card has already been taken by an-

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other waiter!), for example, he must has a lunch break, works till 5, goes S2: No, I dont. I come to school
return to the table and give them other home and watches TV, etc. by car.
options.
2) Who am I?
TRAVEL
HOLIDAYS T sticks a person onto each of the
T shows S some of the signs like,
students backs. S walk around the
Please see Ch 3: Storytelling Ac- No cell phones, No entry, No
classroom and ask each other yes/
tivities with Flashcards for some parking, etc. and asks S where
no questions till they figure out who
great ideas: in particular, we recom- they might see signs like these.
they are. First student who correctly Are they common in your country?
mend Whats the order?, Fill in the
guesses his/her identity wins. What about foreign countries? Are
blanks, and One word at a time.
they similar or different? How im-
NATURE SPORTS portant do you think it is to respect
these signs?
hot, tornado, rainbow, cold, sunny, 1) Mimicking
snowy, snow VERBS
T gives S1 a sports card. S acts out
1)Whats the weather like today? the sport till his teammates guess 1) Charades
what it is. Each team has three op-
T asks students and sticks the corre- portunities to guess what sport S1 is T gives a S a card and he/she must
sponding flashcard on a corner of the playing. act out the action for his teammates
board. to guess.
2) Guess the sport
2) Fill in the gaps 2) What can you do?
T arranges 16 sports flashcards in
T sticks Nature cards onto the board a 4x4 grid on the board and writes T uses Action Verb cards to give ex-
and hands out copies of a gap- the letters A to D next to each ver- amples of what she can and cant do.
filling exercise S must complete tically and numbers 1 to 4 hori- T: I can run fast. I cant jump very
with the words that appear on the zontally. T reads the description high.
board. To make the exercise more of a sport and S1 in Team 1 must S share what they can/cant do.
challenging fold back the captions. say which sport T is describing: S1: I can dance.
T: You must hit a target S2: I can carry a big box.
by using a bow an arrow.
OBJECTS S1: Its A3 - archery. T shows S1 a card and he/she must
ask a classmate a question with can
T draws a big house on the board with TRANSPORT S1: Can you run to New York?
separate sections for kitchen, bath- S2: No, I cant.
room, living room, and bedroom. T 1) What do you say?
hands out several objects, 2-3 to each 3) What am I doing? Present
student, and has them take turns first T and S discuss some of the things Continuous
saying what they have and where it you might say or hear in different
goes in the house. S stick the cards in modes of transport. T shows S the flashcards and teach-
the right place. es a variety of actions: run, walk,
T: Where might you hear, Man jump, etc. T carries out the actions
Variation: T has S race to the overboard!? (boat or yacht) and says, Im running. Im walk-
house in two teams and later ing. Im jumping.
sees which team placed the most Where might you hear, All T hands a card to S1. S1 carries out
cards correctly throughout the aboard!? (train) the action illustrated in the card and
house. To make it more challeng- Where do you say, Keep the S2 must say what he/she is doing.
ing add more locations like ga- change!? (taxi) S2: Hes jumping. Practice with all
rage, backyard, office, etc. T has the class act out role plays in pronouns: I, you, we, they, etc.
different modes of transport.
PEOPLE ZODIAC CARDS
2) How do you come to school?
1) An Ordinary Day Talking about T tells students what his/her Zodiac
habits and routines T uses flashcards to teach students sign is and shares some of the char-
different mode of transport. T says, acteristics of the sign. T asks S to
T shows S different people and I come to school by bus. share what signs they are. T sticks all
asks students, What is her/his day S take turns saying how they come 12 Zodiac flashcards on the board to-
like? to school, then, ask each other ques- gether with a short description of each
tions. Encourage S to be ridiculous. sign. S take turns matching a sign to
Baby: sleeps most of the day, eats its description. End with a discus-
mashed foods, drinks from a bot- sion on whether they agree with the
tle, doesnt walk, doesnt talk, etc. description of their sign or read this
Waiter: gets up early, goes to work, S1: Do you come to school by jet? weeks horoscope for each.

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