Tài liệu Flashcard language games

Miniflashcards Longuoge Gomes \ u l3 :) PictureBank ner Thomas Susan LONGMAN ;"-",' lVbsr r* Itrrr*; .qAfdS 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 @ AddisonWesleyLongmanLtd. E@ @ Addison WesleyLongman Ltd. @| 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 @ Addison WesleyLongman Lt,l. @ @ AddisonWesleyLongmanLtd. EEE@ 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 @ Addison WesleyLongman Ltd. @ @ Addison WesleyLongman Ltd. @ 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