Flashcards House & Farm Animals.pdf

FLASHCARDS ACTIVITIES BANK

This section contains simple activities that are helpful to use as the

pupils are being introduced to words that describe the lashcards.

They can be used with any group of lashcards.

House and furniture

Teacher-directed activities

armchair

fridge

1. Show me

Display a number of lashcards. Say the name of an object on one

of the cards. Ask individual pupils to come to the front of the class

and point to the appropriate card which has that named object

on it. You can vary the rhythm of the game to make it more fun.

For example, if you speak very slowly, the children do the actions

in slow motion, and vice-versa.

Source: Backpack Starter Teacher’s Book, Pearson Longman

bath

lamp

bed

plant

bookcase

sink

carpet/rug

sofa

2. What’s this?

The pupils say the name of the object in unison or individually as

you show lashcards. You could ask the pupils either to say the

words in full sentences, such as “It’s a ball/It’s an orange.” or to

say the word on its own, such as “orange” or “ball”.

Source: Backpack Starter Teacher’s Book, Pearson Longman

chair

table

clock

toilet

cooker

wardrobe

3. Is this a …?

Show lashcards. For each card, ask “Is this a/an …?” Prompt

the students to answer “Yes, it’s a/an ….” or “No. It’s a/an …

(correct name).” Deliberately give the wrong names so that the

pupils need to correctly identify and name objects.

Source: Backpack Starter Teacher’s Book, Pearson Longman

cupboard

wash basin

curtain

washing machine

4. Name bee

Divide the class into two teams. Show a lashcard and ask

a member of a team to identify it. Alternate showing cards

to teams and team members. A team gets one point for each

correctly named object. The team with the most points at the end

of the game wins.

Source: Backpack Starter Teacher’s Book, Pearson Longman

Farm Animals

bull

goose

5. Naming by initial letter

Display a selection of lashcards, including a number of items that

begin with the same letter. Ask the pupils to name all the objects

beginning with the same letter.

Source: Backpack Starter Teacher’s Book, Pearson Longman

cat

hen

cow

horse

dog

mouse

6. Naming by position

If the pupils know prepositions and place words, display ive

or six lashcards. Say, “It’s next to the … . It’s not a … . What is it?”

or “It’s to the right of the … . What is it?”

Source: Backpack 2 Teacher’s Book, Pearson Longman

donkey

pig

duck

rabbit

7. Pictionary

Divide the classroom into two teams. Have one child from each

team come to the front of the class. Show each one a lashcard

in secret and tell they have to draw it on the blackboard. Divide

the blackboard down the middle by drawing a line, and have each

child draw their picture in the space provided. The rest of their

teams has to guess the word. The irst team to guess wins. You

can continue with different children drawing different words.

Source: Fun English 2 Teacher’s Guide, Pearson Longman

farmer

rooster

farm

sheep

goat

turkey

8. Find something (blue)

Get the class into groups. Ask the students to look at the cards

and then say: “Find something (blue/round/big)” etc.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

FLASHCARDS ACTIVITIES BANK

9. Miming

Ask pupils to come to the front of the class and look at a lashcard

without the rest of the class being able to see it. Let the pupils

mime or act out what is on the card, the rest of the class tries to

guess the word being mimed. You can also put on some lively

music and pass the lashcards around the class. When the music

stops, get the pupils who are holding a lashcard to stand up and

mime or act out what is on the card.

Source: Backpack 4 Teacher’s Book, Pearson Longman

18. Memory game 1

Ask the pupils to look carefully at the cards. Give them a limited

amount of time to remember the words. Hide the cards and have

the class write down as many words as they can (again with

a time limit).

Source: Fun English 4 Teacher’s Guide, Pearson Longman

19. Memory game 2

Start by saying: “In my school there’s a (computer room).” The

next pupil continues: “In my school there’s a (computer room)

and a (gym).” The pupils take turns to add new words, but must

remember all the items which have gone before.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

10. What’s behind my back?

Take one of the cards and put it behind your back. The pupils

try to guess what it is. Continue with the different cards. Repeat

using different prepositions and places (the chair, desk, bag, etc.).

Use gestures to make your questions clear.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

20. Memory game 3

Ask four or ive pupils to line up in front of the class. Give each

of the pupils a lashcard. Let each pupil name the object on his or

her card and show it to the class. Then tell the pupils to put their

lashcards behind their backs so that the rest of the class cannot

see them. Now tell the pupils to change the order in which they

are standing. The rest of the class has to say the name of the

lashcard that each student is holding, by asking questions such as

“What has Maria got?” with the class responding with the name

of the object.

Source: Backpack 4 Teacher’s Book, Pearson Longman

11. Ordering

The pupils have their cards laid out on their desks in front of

them. They listen to your instructions and put the cards in the

corresponding order.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

12. Simon says

The pupils have their cards laid out in front of them. Say: “Simon

says, hold up a … .” The pupils hold up the corresponding card.

If you don’t include “Simon says”, the pupils don’t respond.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

21. Chain game

Have the pupils stand in a circle with their cards in their hands.

A child starts and names one of the objects on his or her cards,

showing it at the same time. The next child continues and

shows and names a different object. This continues until you say

“Change!”, at which point the direction changes and the ‘chain’

starts to go in the opposite direction. As the pupils become

familiar with the game, speed it up.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

13. Parrots

Show one of the cards to the pupils and say: “It’s a (fridge).” If the

statement is true, the pupils should repeat it. If the statement is

false they should remain silent. You can play this as a team game

and ask individual pupils in the teams to respond. Give points for

a correct response.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

14. What is it?

Place the set of cards in an envelope and slowly start to reveal

one of them. The pupils try to guess what it is without seeing the

whole image. Alternatively you can have the card appear from

behind a book.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

22. What’s missing?

Display the lashcard pictures of ive objects. Ask the pupils to

name the objects several times, going in order from left to right.

Then pick up all the lashcards, mix them up and remove one

card. Display the remaining lashcards. The class has to say the

name of the object on the missing lashcard. As the pupils get

more proicient in the game, add more cards.

Source: Backpack 4 Teacher’s Book, Pearson Longman

15. Bingo!

The pupils use their cards to make a Bingo ‘board’. They should

select their cards (give the pupils a speciic number) and lay them

out in front of them to form the ‘board’. Now play Bingo! As you

call out the objects the pupils turn their cards over.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

23. Anagrams

Mix up the letters of the words and write them on the board.

The pupils try to ind the ‘hidden’ word. Pupils can then make

their own anagrams for each other.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

16. Catch and say

Choose a lexical set and stick the lashcards on the board one

by one. Elicit the words. Scrunch up a sheet of paper into a ball,

name a lashcard and throw the ball to a pupil. He or she names

another lashcard and throws the ball to a classmate. The game

ends when the pupils have named all the lashcards without

repeating words.

Source: My First English Adventure 2 Teacher’s Book, Pearson

Longman

24. Word chains

Write one of the words from the cards on the board. The

pupils must ind a word which begins with the last letter of the

word on the board. Build up a chain of words with the pupils’

suggestions.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

25. Descriptions

Provide descriptions or deinitions of the pictures, e.g. “You can

play basketball there.” The pupils try to guess which place or

object you are talking about.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

17. Whispering words

Choose a word and whisper or mouth it for the class to guess.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

FLASHCARDS ACTIVITIES BANK

26. True or false

Make statements about the items on the cards. The pupils decide

if they are true or false. Ask pupils to prepare their statements and

to correct the false sentences.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

34. Cloze sentences

Choose ive to ten lashcards. Write a sentence for each card on

the board but leave out the name of the object pictured. Display

the cards. Let the pupils complete the sentences with the words

pictured. Be sure to write sentences for which there is only one

possible answer among the lashcards. For example, use “The … is

pink” when there is only one pink object in the set of lashcards.

Source: Backpack 4 Teacher’s Book, Pearson Longman

27. Concentration

Use related cards (e.g. pieces of furniture to be found in the same

room). First stick the cards on the board and let the pupils decide

on relationship between lashcards. Then mix the cards up and

stick them on the board face down. The pupils take turns to come

to the board and ind a related pair by turning over two cards.

If they correspond, they can keep the cards and the next team has

a turn. If they don’t correspond, they are replaced on the board.

Source: Fun English 3 Teacher’s Guide, Pearson Longman

35. Spelling Bee

Show the pupils some lashcards and let them spell the words

after you. After you have done this several times, have a spelling

bee. Divide the class into two teams. Show a lashcard and ask

a member of a team to spell the word. Alternate giving words

to teams and team members. A team gets one point for each

correctly spelled word. The team with the most points at the end

of the game wins.

Source: Backpack 4 Teacher’s Book, Pearson Longman

28. Riddles

Display eight to ten lashcards. Make up sentences relating to

one of the items, such as “It’s an animal. It’s not a pet. It hasn’t

got legs. What is it?” (A snake). The pupils have to guess which

lashcards you are describing.

Source: Backpack 4 Teacher’s Book, Pearson Longman

36. Class Bingo

Ask the pupils to make a bingo card. They should draw two

vertical and two horizontal lines to make nine squares. Show the

pupils nine lashcards. They should write the name of each on

their bingo cards. Instruct them to write the words in random

order. Then play bingo. Place the lashcards in a large bag or box,

pick them out at random and say the name. The pupils cross out

words that you name. The irst pupil to cross out three words

across, down or diagonally calls out “bingo” and wins the game.

For more advanced groups, get the pupils to make cards with

more squares and use more lashcards.

Source: English Parade Picture Cards, Pearson Longman

29. Chain chants

Ask the pupils to chant simple sentences in unison as you show

lashcards. For example, show a picture of salad and get the pupils

to chant, “I like salad.” Then display another lashcard such as

biscuits, and get pupils to chant “I like salad and biscuits.” Place

the second lashcard next to the irst. Continue in the same way

until the pupils are naming ten objects. To extend the activity,

you could remove cards and ask the pupils to continue chanting,

naming all the “missing” objects.

Source: Backpack 2 Teacher’s Book, Pearson Longman

37. Which go together?

Display cards from various categories. The pupils decide on the

category and write the names of the objects that belong in it.

To make the game more interesting, have them write the words

in an outline of one of the objects, for example, in the outline

of an elephant for animal words.

Source: English Parade Picture Cards, Pearson Longman

30. Picture sentences

Ask the pupils to learn and chant sentences for the key word on

each lashcard that you present. In this way, pupils learn additional

words that arise from the context of the picture: “The ducks are

on the farm.”, “It’s cold. Put on a sweater.”

Source: Backpack 2 Teacher’s Book, Pearson Longman

Pair or group activities

31. Which doesn’t belong? / Odd one out

Place a number of lashcards on the chalk tray. All cards except

one should fall into one category. Ask pupils to identify the card

that doesn’t belong. With stronger classes you can have them

prepare their own quizzes for each other with their cards.

Source: Backpack 3 Teacher’s Book, Pearson Longman

38. Picking and naming

Choose lashcards for at least ten words that the pupils know,

and place in a large box or bag. In pairs or small groups, pupils

take turns picking out cards at random and naming the object on

the card. To make this into a game, the pupils keep the cards that

they can identify. The pupil with the most cards after all the cards

have been picked out wins the game.

Source: Backpack 4 Teacher’s Book, Pearson Longman

32. Rhyming words in sentences

Show a group of lashcards. Ask pupils to form sentences with

a new word that rhymes with the word pictured on the card, such

as “No tea for me.”

Source: Backpack 3 Teacher’s Book, Pearson Longman

39. Word matching

Write the names of the objects from a set of lashcards on separate

pieces of paper. Give pairs or small groups the cards and pieces

of paper. Pupils should match the words to the lashcards.

Source: Backpack 4 Teacher’s Book, Pearson Longman

Reading/Writing Activities

33. Holding Up Matching Words

Write four or ive words on the board. Tell the pupils to copy each

word on a separate piece of paper. Show a lashcard. Ask the

pupils to hold up the word for the card you are showing.

Source: English Parade Picture Cards, Pearson Longman

40. Pelmanism

The two children shufle together their sets of cards and lay them

face down on the desk. They take it in turns to turn over two

cards. If they match, they say the word and keep the pair. If they

don’t match they put them face down again. The child with the

most cards in the end wins.

Source: Fun English 2 Teacher’s Guide, Pearson Longman

FLASHCARDS ACTIVITIES BANK

41. Desk-size game board

Prepare a sheet of paper with the words “Start” and “End”

as shown. Put nine lashcards into the coniguration as shown.

Have a dice ready or prepare small pieces of paper with the

numbers or 2 and put them into a bag. Ask the pupils to work

in pairs and use coins or buttons as markers. The pupils take

turns removing a piece of paper from the bag and advancing

their marker the number indicated. Pupils name the item pictured

for the square they land on. They get one point for each picture

they correctly name. The pupil with the most points after arriving

at “End” wins.

46. Corner Solitaire

The pupils lay the cards in a square 6 x 6. In pairs they have to try

to get from one corner to another by naming the cards correctly.

The aim is to reach the other corner in the smallest number

of moves.

Source: Longman Minilashcards, Pearson Longman

47. I Spy…

The pupils spread out the cards, picture up, over the desk. One

of the players calls out the beginning letter of a card for the next

player to ind. If he inds the card, he keeps it. If he does not ind

it, the irst player must give the correct answer and keep the card.

The player with the most cards wins.

Source: Longman Minilashcards, Pearson Longman

START

CARD CARD CARD

END

48. Knock Knock

One pupil is the quiz show host/hostess and the other two the

contestants. The host/hostess puts a card on the desk and covers it

with one hand, then takes the hand away quickly. The contestants

must knock on the desk if they think they can guess the card.

If the irst one to knock is right, he/she keeps the card. If wrong

he/she loses a card or misses a go if no cards are held. The one

with the most cards at the end wins.

Source: Longman Minilashcards, Pearson Longman

CARD

CARD CARD CARD CARD

Source: Backpack 3 Teacher’s Book, Pearson Longman

49. Sensational sentences

Place the pack of cards on the desk. Players have to make up

a sentence using the card on the top. One point for each word

in the sentence – the longer the sentence, the more points.

Source: Longman Minilashcards, Pearson Longman

42. Writing on backs

The pupils work in pairs. They take turns to choose a word from

the cards and then write it on their partner’s back with their inger.

Their partner tries to guess the word.

Source: Fun English 4 Teacher’s Guide, Pearson Longman

50. What is it?

The pupils play in groups. One member of the group turns around

while the others choose a card. The pupil then tries to ind the

word by asking: “Is it (a) …?”

Source: Fun English 4 Teacher’s Guide, Pearson Longman

43. Memory game 4

The pupils play in groups with two sets of the cards. Have them

place the cards face down on a desk, mixed up. The pupils take

turns to turn over two cards to try to ind a matching pair. As they

turn the cards over they name the object they reveal. If the cards

are the same the pupils keep the pair and continue.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

51. Cops and robbers

This activity works well at the end of the year for consolidation

of vocabulary. You need a large space to play this game,

preferably outside. Divide the class into two groups, the ‘cops’

and the ‘robbers’. Stand the groups behind lines facing each other.

Put different cards on the ground. When you shout out the name

of an object, the ‘robbers’ run and try to pick it up and take

it back across the line. If the ‘cops’ touch them before they cross

their line they have to return the object.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

44. Snap

Play this game in groups. The pupils place their cards upside down

in front of them, in a pile. They take turns to reveal a card and say

what it is. If the card is the same as the object that went before,

the pupils shout “Snap!” The irst pupil to shout “Snap!” keeps

the pair, but must be able to name the object. The pupil with the

most pairs at the end wins.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

Individual activities

52. Draw the setting

Show the pupils a lashcard. Indicate the word for them to focus

on. Ask them to draw a setting for the object. For example,

the monkey could be drawn in a zoo or in a rain forest.

Source: Backpack Starter Teacher’s Book, Pearson Longman

45. Happy families

The pupils play in groups of four. They ‘pool’ their cards and

then hand out four to each child. The rest of the cards are

placed upside down in the centre of the desk. The pupils try to

collect a group of four cards which are the same. They take turns

to ask each other: “(Ania), have you got a (banana)?” If (Ania)

has a (banana) she hands the card over and the pupil continues

to ask the other children in the group. If the answer is “No”,

the pupil takes a card from the pile in the centre, but must put

down another one next to it.

Source: Fun English 1 Teacher’s Guide, Pearson Longman

53. Personal sentences

Ask the pupils to write personal sentences related to a lashcard.

For example, for a monkey, they could write “I like the zoo.

There are two monkeys at our zoo. One is a baby.”

Source: Backpack 4 Teacher’s Book, Pearson Longman

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