Individual vocabulary cards

Task 1

While watching the video, think about the following points.

  1. Why does the teacher use words and letters that the students already know?
  2. How might the teacher help the students prepare for the activity as she gives out the cards?
  3. Can you see how students help each other if one makes a mistake?
  4. How is the student language production extended beyond a single word response?
  5. What is the advantage of each child having their own card?
  6. How could the activity be extended?
Click to reveal discussion
  1. It is important to recycle language, and including previous letters and words with new language helps do this.
  2. As the teacher gives the cards to students, she says the word.
  3. The boy in the back left-hand corner tells his friend to put the wrong card down.
  4. The teacher nominates some students to stand up and asks about their card. The students respond with the sentence ‘It’s a dog.’
  5. Students are all actively involved in the activity, and the teacher can check on individual understanding. A set of vocabulary flashcards like this can be used often throughout the year, so the effort of making them is worthwhile. Sets of letter and number flashcards are also useful.
  6. The students could swap cards, so they have to identify more than one word and letter each.