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Miniflashcards
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Picture
Bank
ner
SusanThomas
LONGMAN
Longuoge Gomes
Longuoge
Gomes
Pictu
re Bank
SusanThomas
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Addison WesleyLongman Limited
EdinburghGate
Harlow
EssetCM20 2JE
Enqland
andAssociatedCompanies
throughoutthe tDorl(l
@ MiniflashcardsLanguageGames,1994
Thisedition@ AddisonWesleyLongmanLimited1999
"The
right of SusanThontasto
be identifieclas author of this Workhasbeenassertedby her
in
accordancewith theCopyright,Designs
andPatentsAct 1988."
All rights reserued;no port of this publication
may bereproduced,storedin a retrieualsystem,or
transmittedin any
form
or by any nleans,electronic,
mechanical,
photocopying,
recording,or othenuise
tuithouttheprior writtenpennissionof the Publishers.
Photocopying
The
publishergrants
permissionfor photocopyingof
those
pages
marked
'photocopiable'
accordingto
the
following conditions.Individualpurchasersmay
makecopiesfor their own useor for useby classes
Underno cirumstancesmay
any
part
of this book be photocopiedfor resale.
ISBN0582337917
Setin RotisSerifandRotis
Sans
Printedin China
GCC/01
Acknowledgements
Teachers'Notes
by SusanThomaswith Hilary McColl.
With particuiarthanksto Elizabeth
Evans,PaulSandayand FrancesWalsh.
With thanksalsoto IsabelleAyma, Timothy Hilgenberg,
DeniseHobbs,Mary Jago,HanneloreNunn,
AndreaTierney,CarmenBishton,
Ana Stanton,SianRoderick,Brian Lockettand
to the many other
teachersand learners
who havecontributedideasand suggestions.
Illustrationsby HeatherClarke
they
teach.Schoolpurchasersmay make
copiesfor useby their staff and students,but this permission
does
not extentto additionalschool
or branches.
CONTENTS
1.
Introduction:Miniflashcardsandeffective
language
learning
5
2.
Encouraging
creativeuseof language
7
3.
Suggestions
for usingthe
materials
B
4.
Picturebankandvocabulary
lists
1'l
o
FoodandDrink
1'.|
o
Leisure
14
o
Travel
'17
o
WeatherandCalendar
20
r
PeopleandJobs
23
o
VitalVerbs
26
.
HaPpyHolidays
29
o
RoundtheTown
32
5.
Suggestions
foractivities
and
games
37
6.
Using
andaddingspinners
44
7.
Resou
rce-specific
activities
52
B.
Function
cards:Encouraging
transferof language
skills
61
lntroduction:
Miniflashcards
andeffective
language
learning
Rationale
As learners,we make
useof all our senses:sight,
sound,touch,eventasteand smell.And we
learnin
many differentways:
by listeningto what
peopletell us,by watchingwhat they
do, by copyingthem,
by experimentingand
finding things out for ourselves,
and,aboveall, by
practisingvariousskills.Our
learning
canbe passive
(listening,
reading,obseruing,etc.),
it can be active
(copying,
experimenting,
repeating,
etc.),it can be individual
(learning
by oneselflor interactive
(learning
with and from
others).
Often
it is a combinationof these.
As learners,we find that
we havestrengthsand weaknesses,
the bestor only ways
lor all studentsto learn.
Awarenessof the
value
of othermodesof learning
is leadingteachersto attempt
to broadentheir approachso
asto cater
for
a wider rangeof learningneeds
and preferences.0nly in this
way,we arediscovering,can teaching
and
learningbecomemore effective.
MiniJtashcardsarevisual
and tactilematerialswhich
help modernlanguageteachersto
provide
opportunities
for learning
which aremore multisensory
in their appealand which,
hecauseof their
flixibility,
canbe useclto
meeta wiclerrangeof learning
needsthan textbookson their
own can provide.
The
emphasison
games-typeactivitiesis deliberate,since
the acquisitionof foreign
languageskillsis as
much practicalas it is academic,
and it is only through frequent
practicethat the
learnercan become
sufficiently
familiar with the
languagepresented
to be confident
enoughto useit for him/herself.
Constant
repetition,
however,canbe
demotivating.By incorporating
new vocabularyand
grammatical
structures
into
game-likesituationsin which
the elementsappearin
randomisedand enjoyablecombinations,
learners'
involvementin the learning
processcan be engaged
more effectivelyand sustained
for longer
than is often
the casewith textbookexercises.
Gamesituations,if designed
with learning
goals
clearly
in
mind, can
providestimulatingand challenging
work which can supportthose
with learningdifficulties
and
promotethe learningof our most
gifted students.
canbeused
to promoteeffective
learning:
Supporting
multisensoryapproaches
with materialswhich
are
o
tactile
r
visual
o
designed
for activeuse
Making language
uisibleby prouidinguisual
promptsand manipulablestructures
for
o
vocabulary
Iearning
o
patternsof language
o
helpingto build or reinforce
concepts
o
making sequencesand
relationshipsbetweenwords moreexplicit
.
encouragingthe transferof
languageskillsacrosstopic areas
Supporting
dffirentiation: Prouidingchallenges
appropriate
for
classesof
all abilitiesand mircd abilities
o
flexible materialssupport hundredsof
differentiatedactivities
o
interest
is maintainedfor longer,so
learningis more secure
o
activitiescan
be as simpleor asdemanding
asthe teacherwishes
o
materialssupport
acquisitionof complex
grammarpointsaswell assimplevocabulary
.
materialscan be
usedin ways which stimulatecreative
useof languageacquired
o
materials
lend themselvesboth to self-monitoring
and to teacherassessment
and as a resultof thesewe develop
preferred
ways
of learning.Traditionally,
languagelearning
in schoolhasemphasisedaural
input and text-based
learning,
but thesearenot
necessarily
Ways
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