clothes,_holidays,_wild_animals_flashcards.pdf

FLASHCARDS ACTIVITIES BANK

Clothes

1. Dressing up Game

Task: To practise clothing vocabulary

Level: Easy

5. Colour Search

Task: To identify colours; to use colour adjectives after the verb be

Level: Easy

Ask the students to colour in cards. Display the cards and ask the students

to identify colours of all the clothing items they can. Prompt them to say

complete sentences, such as “The shirt is blue ( pointing to the shirt ).”

Divide the class into two teams, and give each team its set of clothes.

A volunteer should come to the front from each team to be the ‘dummy’.

Take one of the cards at random and say the word, but don’t show the

picture. The team should select the correct item of clothing and go and

dress the ‘dummy’. When they are ready, show the card and compare

what they have chosen. If the clothing isn’t correct, the item should be

returned. Continue until all the cards are inished. The team with most

clothes on their ‘dummy’ is the winner.

English Parade games

Fun English 1 Teacher’s Guide

2. Going on a Trip

Task: To use clothing vocabulary; to use a/an , some

Level: Easy

Display the cards. Write a sentence with a destination on the board such

as the following: “I’m going to the mountains.” Ask the students to point

to pictures of clothing items they want to take with them on a trip. Model

the language, focusing on the use of a/an before nouns in the singular

and some before nouns ending in s .

“I’m going to the mountains. I want to take a jacket ( pointing to the card ).

I want to take some socks ( pointing to the card ).”

Then ask individual to say what they would take on a trip. Ask the rest of

the class to try to remember and repeat the items each student chooses.

After several students have had turns, vary their destination, for example,

the beach, the city, the country, a farm. As a followup, ask the students

to draw the outline of a suitcase and list the items they chose to put in it.

Also, ask them to draw their destination.

3. Shopping Spree

Task: To use clothes vocabulary; to make requests

Level: Easy

Display the cards in various parts of the room to create makebelieve

stories. Ask students to stand at the various “shops” and play the role of

sales assistants. The rest of the students move around the room to “buy”

clothes. You may want to provide play money for students to use and ask

them to put prices on the clothes. Give the students the opportunities to

be both sales assistants and customers.

To begin the activity, model the language for asking for items. Here is an

example:

Sales assistant: May I help you?

Customer: I’d like to buy a pair of socks.

Sales assistant: What colour would you like?

Customer: I’d like blue socks ( pointing to the card ).

Sales assistant: They cost three pounds. Would you like to buy them?

Customer: Yes, please.

4. Naming by Colour

Task: To practise colour adjectives and clothing vocabulary

Level: Easy

Ask the students to colour in lashcards. Display pictures of four or ive

clothing items of different colours. Tell the students to name the red piece

of clothing, the blue one and so on.

FLASHCARDS ACTIVITIES BANK

Holidays

2. Zoo Naming Game

Task: To name animals; to use singular and plural forms; to use

there is/there are or have/has got

Level: Easy

Cards: Farm animals and wild animals

1. Holiday Sentences

Task: To use simple past to explain where one was on holidays;

to use personal pronouns he, she

Levels: Easy

Display at least ive to ten cards and tell the students that the pictures show

the animals in “your” zoo. Ask them to name the number of animals in

your zoo, saying sentences such as “There is one bear in your zoo. There

are three cows in your zoo.” or “You’ve got one camel in your zoo. You’ve

got two seals in your zoo.” Monitor the students’ use and pronunciation

of the plural - s ending.

Ask individual students to come to the front of the class. The student

chooses a card connected with his or her holidays. The students must

make sure that the rest of the class cannot see it. Ask the student to mime

the activity connected with a place or an object on the card. The rest of

the class guesses where the student was on holidays, saying a complete

sentence, such as “He was at the seaside. She was in the mountains.”

As a follow-up, distribute some of the cards to small groups of students,

who then talk about their “zoos,” saying for example, “There are six

ducks in our zoo.”

2. “Simon Says” Variation

Task: To understand action verbs

Level: Dificult

3. Comparing Animals

Task: To make comparisons; to use comparative adjectives in

sentences with than ; to use superlative adjectives

Level: Dificult

Cards: Farm animals and wild animals

Display a card and say an action verb (e.g. sea – swim, mountains – climb).

If the picture on the card matches the verb you said, the students are to

mime the action. If the word you said doesn’t match, the students are to

stand still. Students are out of the game and have to sit down either if

they mime an action when there is no match or if they mime an incorrect

action.

Show the class pairs of cards, such as an elephant and a lion or a monkey

and a cow. Encourage the students to compare the animals in as many

ways as they can, saying sentences such as “The elephant is bigger than

the lion. The lion is faster than the elephant. The elephant is heavier than

the lion. The lion is iercer than the elephant.” After several whole-class

examples, tell the students to work in pairs or groups to compare animals,

giving each group a set of cards.

3. Associated Actions

Task: To expand vocabulary by learning actions associated with

places and items

Level: Dificult

With the class, brainstorm action words associated with each card. Ask

students to add words to their vocabulary notebooks. For example, for

sea, related verbs could be windsurf, swim, sunbathe, splash, sail, loat,

row, ish, build sand castles, water-ski. Present each verb in the context of

a sentence and present the cards in sets of ive.

Once the students have done the above activity, present three animals at

a time and ask the students to use superlative forms such as “The elephant

is the biggest of the three animals. The lion is the fastest of the animals.

The monkey is the most intelligent of the animals.”

4. There’s an Animal in My Room

Task: To make up a story; to use the past tense

Level: Very dificult

Cards: Farm animals and wild animals

English Parade games

Wild Animals

Ask the students to write a make-believe story in which an animal

unexpectedly appears in their classroom or in a room in their home. Ask

each student to pick a card at random to get the animal to include in his

or her story.

1. Classifying Animals

Task: To name and classify animals

Level: Easy

Cards: Farm animals and wild animals

You might want to model the activity, writing a story with the class. Elicit

responses to these questions: How did the animal get into the room?

How did people react when they saw the animal? What happened to the

animal? Did it become a pet? Did it end up in a zoo?

List three or four categories on the board such as the following: animals

that are pets, animals that can ly, animals that can swim, animals that live

in the jungle, animals that live where I live, animals you can see in zoos,

animals with fur, etc.

English Parade games

5. Lost Animals

Task: To name animals. To practise prepositions of place.

Level: Easy

Pass out the cards to students. Ask individual students to come to the

front of the class and name the animal on their card, as well as all the

categories to which it belongs.

Ask the students to colour in the cards. Before the students arrive,

hide lashcards in the room in places which the students can name, for

example, under the book on the desk. Tell the students that all the animals

have escaped from the zoo and are hiding in the room. They must ind out

and note down where they are. But they mustn’t touch them or frighten

them! After ten minutes, make a list of all the animals on the board. Then

ask who has found them and where they are.

Ask more advanced students to work in groups and brainstorm categories

themselves, writing down the names of the categories and all the animals

that it into each category.

Picture Dictionary for Young Learners

FLASHCARDS ACTIVITIES BANK

Clothes

Holidays

Wild Animals

baseball cap

beach

(deck chair, sea,

sun, sand, umbrella)

bear

belt

camel

boots

farm

(farmhouse, ield,

fence, tractor)

crocodile

coat

deer

dress

forest

(tree, mushroom)

elephant

gloves

lake

(sailing boat, sail)

ish

hat

fox

jacket

mountain

giraffe

jumper

river

(ish, ishing)

hippo

shirt

rucksack

kangaroo

shoes

koala

sand castle

shorts

lion

shell

skirt

monkey

suitcase

socks

parrot

sweatshirt

sunglasses

peacock

swimsuit

surfer

seal

tracksuit

swimming pool

snake

trainers

tent

tiger

trousers / jeans

T-shirt

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