1. USING FLASH WITH YOUNG LEARNERS MORELLA MONJE BLANCO LEONARDO MEDINA VILLANEDA LANGUAGE LEARNING RESOURCES UNIVERSIDAD DE CALDAS - UNIVERSIDAD SURCOLOMBIANA NEIVA 2008
2. DEFINITION A card with words or numbers of pictures that are flashed to a class by the teacher
8. CRITICAL VIEW POINTS Everyday our students demand for activities that develop not only the cognitive dimension, but also the emotional, linguistic and social ones. In this way, the use of flash cards integrates these aspects and somehow contributes to the attainment and development of the language learning process.
9. Sometimes we think that resources and activities such as visual aids, games, contests, TPR activities and songs are exclusively for children. However, we can arrange the type of INPUT to be presented and come up with challenging and appealing activities that may have a positive response in our students. CRITICAL VIEW POINTS
10. CONCLUSIONS We as teachers must take advantage of the great variety of materials and resources available nowadays for teaching English. Flash cards are easy to obtain or create. Thus, the way we use them depend on the creativity and purposes we have for our lessons and students.
11. CONCLUSIONS Every time we intend to carry out any task or activity, we should take into account the multiple intelligences that Howard Gardner mentions when dealing with learning processes. Flash cards can help developing more than one if we as teacher combine and integrate activities that include the use of this valuable resource.