This section contains simple activities that are helpful to use as the pupils are being introduced to words that describe the flashcards. They can be used with any group of flashcards.

Teacher-directed activities

1. Show meDisplay a number of flashcards. 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

2. What’s this?The pupils say the name of the object in unison or individually as you show flashcards. 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

3. Is this a …?Show flashcards. 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

4. Name beeDivide the class into two teams. Show a flashcard 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

5. Naming by initial letterDisplay a selection of flashcards, 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

6. Naming by positionIf the pupils know prepositions and place words, display five or six flashcards. 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

7. PictionaryDivide the classroom into two teams. Have one child from each team come to the front of the class. Show each one a flashcard 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 first team to guess wins. You can continue with different children drawing different words.Source: Fun English 2 Teacher’s Guide, Pearson Longman

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

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armchair

bath

bed

bookcase

carpet/rug

chair

clock

cooker

cupboard

curtain

fridge

lamp

plant

sink

sofa

table

toilet

wardrobe

wash basin

washing machine

bull

cat

cow

dog

donkey

duck

farmer

farm

goat

goose

hen

horse

mouse

pig

rabbit

rooster

sheep

turkey

Farm Animals

House and furniture

18. Memory game 1Ask 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 2Start 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

20. Memory game 3Ask four or five pupils to line up in front of the class. Give each of the pupils a flashcard. Let each pupil name the object on his or her card and show it to the class. Then tell the pupils to put their flashcards 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 flashcard 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

21. Chain gameHave 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

22. What’s missing?Display the flashcard pictures of five objects. Ask the pupils to name the objects several times, going in order from left to right. Then pick up all the flashcards, mix them up and remove one card. Display the remaining flashcards. The class has to say the name of the object on the missing flashcard. As the pupils get more proficient in the game, add more cards.Source: Backpack 4 Teacher’s Book, Pearson Longman

23. AnagramsMix up the letters of the words and write them on the board. The pupils try to find the ‘hidden’ word. Pupils can then make their own anagrams for each other.Source: Fun English 4 Teacher’s Guide, Pearson Longman

24. Word chainsWrite one of the words from the cards on the board. The pupils must find 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. DescriptionsProvide descriptions or definitions 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

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9. Miming Ask pupils to come to the front of the class and look at a flashcard 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 flashcards around the class. When the music stops, get the pupils who are holding a flashcard to stand up and mime or act out what is on the card.Source: Backpack 4 Teacher’s Book, 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

11. OrderingThe 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 saysThe 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

13. ParrotsShow 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

15. Bingo!The pupils use their cards to make a Bingo ‘board’. They should select their cards (give the pupils a specific 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

16. Catch and sayChoose a lexical set and stick the flashcards on the board one by one. Elicit the words. Scrunch up a sheet of paper into a ball, name a flashcard and throw the ball to a pupil. He or she names another flashcard and throws the ball to a classmate. The game ends when the pupils have named all the flashcards without repeating words. Source: My First English Adventure 2 Teacher’s Book, Pearson Longman

17. Whispering wordsChoose a word and whisper or mouth it for the class to guess.Source: Fun English 4 Teacher’s Guide, Pearson Longman

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34. Cloze sentencesChoose five to ten flashcards. 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 flashcards. For example, use “The … is pink” when there is only one pink object in the set of flashcards.Source: Backpack 4 Teacher’s Book, Pearson Longman

35. Spelling BeeShow the pupils some flashcards 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 flashcard 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

36. Class BingoAsk the pupils to make a bingo card. They should draw two vertical and two horizontal lines to make nine squares. Show the pupils nine flashcards. 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 flashcards in a large bag or box, pick them out at random and say the name. The pupils cross out words that you name. The first 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 flashcards.Source: English Parade Picture Cards, 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

Pair or group activities

38. Picking and namingChoose flashcards 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

39. Word matchingWrite the names of the objects from a set of flashcards on separate pieces of paper. Give pairs or small groups the cards and pieces of paper. Pupils should match the words to the flashcards.Source: Backpack 4 Teacher’s Book, Pearson Longman

40. PelmanismThe two children shuffle 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

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26. True or falseMake 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

27. ConcentrationUse 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 flashcards. Then mix the cards up and stick them on the board face down. The pupils take turns to come to the board and find 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

28. RiddlesDisplay eight to ten flashcards. 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 flashcards you are describing.Source: Backpack 4 Teacher’s Book, Pearson Longman

29. Chain chantsAsk the pupils to chant simple sentences in unison as you show flashcards. For example, show a picture of salad and get the pupils to chant, “I like salad.” Then display another flashcard such as biscuits, and get pupils to chant “I like salad and biscuits.” Place the second flashcard next to the first. 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

30. Picture sentencesAsk the pupils to learn and chant sentences for the key word on each flashcard 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

31. Which doesn’t belong? / Odd one outPlace a number of flashcards 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

32. Rhyming words in sentencesShow a group of flashcards. 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

Reading/Writing Activities

33. Holding Up Matching WordsWrite four or five words on the board. Tell the pupils to copy each word on a separate piece of paper. Show a flashcard. Ask the pupils to hold up the word for the card you are showing.Source: English Parade Picture Cards, Pearson Longman

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46. Corner SolitaireThe 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 Miniflashcards, 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 find. If he finds the card, he keeps it. If he does not find it, the first player must give the correct answer and keep the card. The player with the most cards wins. Source: Longman Miniflashcards, Pearson Longman

48. Knock KnockOne 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 first 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 Miniflashcards, Pearson Longman

49. Sensational sentencesPlace 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 Miniflashcards, 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 find the word by asking: “Is it (a) …?”Source: Fun English 4 Teacher’s Guide, Pearson Longman

51. Cops and robbersThis 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

Individual activities

52. Draw the settingShow the pupils a flashcard. 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

53. Personal sentencesAsk the pupils to write personal sentences related to a flashcard. 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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41. Desk-size game boardPrepare a sheet of paper with the words “Start” and “End” as shown. Put nine flashcards into the configuration 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.

42. Writing on backsThe 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 finger. Their partner tries to guess the word.Source: Fun English 4 Teacher’s Guide, Pearson Longman

43. Memory game 4The 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 find 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

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 first 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

45. Happy familiesThe 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

Source: Backpack 3 Teacher’s Book, Pearson Longman

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