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1 INSTRUCTIONS These flashcards have been designed with a front (the picture) and a back (the target language in context). The picture serves as a prompt for the language, which leads to better retention. Students won t just read the word. When preparing the materials, it s recommended that each card be folded and taped. However, just the picture may be used or just the target language in context, in which case cut and remove the other side of the card. For long-term use, laminate the cards. It s recommended that these cards be used in the following manner: 1: The teacher uses the picture to prompt the target language. For example: I used to be madly in love. 2: The teacher distributes the cards, and students get into pairs for the following conversation: Student A: What did you used to do? Student B: I used to (any phrase written on the card). (Additional information.) Student A: (Follow-up question.) Student B: (Answer.) 3: Students switch roles and repeat with another card. Skill Builders: Grammar - Used To... Flashcards Lower-Intermediate fold madly in love single exhausted and overworked rich handsome IDEAS Flashcards are an important tool for teachers. They allow a variety of flexible activities to reinforce the language and to apply it. Some ideas to use with the flashcards include: 1: The teacher holds up the card as a prompt, and gives a phrase. For example: be madly in love.the class uses the phrase with the target language, as in: I used to be madly in love. 2: Distribute three to five cards to a pair or group of students. Students must construct a story with some to all of the cards, focusing on a particular grammar point. Students then present the story. 3: Student A asks: What did you used to do? Student B provides three sentences, either from the card, from his/her imagination, or some combination of the two... as long as all sentences use the verb from the card and the target language. Student B s answers won t be entirely true, though. One of his/her sentences will be a lie. Student A asks follow-up questions to determine which question is the falsehood. Students switch roles and repeat. Heads Up English

2 with my spouse quite a lot with my co-workers with myself about my future for fun with my parents as a teenager madly in love single exhausted and overworked rich handsome nothing too much at work my homework on time karate poorly on tests tea, but now I prefer coffee wine with dinner eight glasses of water per day a lot of beer at university and drive spicy food quite often a lot of junk food only vegetables like a horse out for dinner every chance I got

3 late from work around midnight early in the morning at 6:00 on the dot by taxi on most nights to France with my parents for long drives in the country skiing until I broke my leg to the office late quite a lot without food because I was poor a talking dog a Ferrari job satisfaction a terrible life a lot of money the drums all the time video games too much with dolls with my friends after school baseball when I was a kid to my children every night three books per week only non-fiction my neighbor s mail every chance I got

4 three packs a day clove cigarettes at university socially like a chimney in the toilet at the office for at least two hours every day English every morning with a tutor quite a lot on the phone constantly to myself very quietly to everyone I met to my mom on the phone every chance I got every year abroad for business only to remote places before 5:00 a.m. early and study for an hour around noon in the afternoon late and rush to work

5 movies on the weekends my little brother after school people in the park for aliens and UFOs TV from morning to night three-piece suits every day a toupee baseball caps too much make-up too much perfume / cologne more than 80 hours per week in a stressful job with a terrible boss through lunch on the weekends quite a lot every day for two hours at home at an exclusive health club on the weekends before work chew on pencils bite my nails fidget pick my nose mumble

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