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You are in Worksheet Overview >> Flashcard Index >> Action Flashcards with Time


Action Flashcards

Action Flashcards with Time

We've made a second version of our action flashcards. The pictures and vocabulary are the same, but we've added the time in the top left corner.

These cards can be used both for teaching time, and also for drilling the Past Continuous.

See below for some teaching ideas.



A) Downloading Options

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B) Card Details
Our flashcards can be used to teach the following vocabulary and phrases:
     

• get up

• brush your teeth

• have breakfast

• take a shower

• go to bed

• sleep

• read

• use a computer

• cook • drive
• get on a train • get to work
• leave work • go out for a drink
• listen to music • go shopping
• study / do homework • talk on the telephone
• play tennis • watch TV
• vacuum / do housework • go swimming
• leave home • get home
Remember that you can omit any cards which aren't suitable for your classes. You can also change the vocabulary associated with a particular flashcard.
 


C) Teaching Ideas


Past Continuous / Progressive

Our time/action flashcards are ideal for teaching the Past Continuous.

Show the student the 'take a shower' flash card. The student should make the sentence "He was taking a shower at 7:30."

If you have a group lesson, you could give one pack of cards to each pair. The students can take turns asking each other questions.

• Student A: What was he doing at 7:30?
• Student B: He was taking a shower.

This can be repeated with other cards, until the student has mastered the question form, and is able to produce the language easily.


Past Simple

Many of these cards can be used for the Past Simple.

Use the large flashcards if you are working with a group class. Alternatively, you could divide students into pairs, and give a set of the smaller cards to each pair.

You could use the cards to teach the following:

What time did he [take a shower]?
He [took a shower] at 7:30.

Students should take turns asking and answering the questions in pairs.




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