Free Downloadable Flashcards

Ever wonder how to use flashcards in a range of fun and educational ways? To experience how easy and engaging flashcards are, here are 20 cards from our 200 card Nouns Set. Simply download and print these cards and try out some of the activities on this page. These activities are applicable to all the products in our range.

Here are the 20 Downloadable Nouns Cards. You have the option of printing them in either A4 or US letter format:

Protecting the cards from wear and tear
To make sure you can use the cards many times over we recommend printing them on thick card stock and laminating them. Our product range is printed on card stock that is 300 gsm.

Easy to Follow Activity Guide

Here are the 8 activities:

  1. Touching
  2. Pairing two related cards
  3. Naming the card
  4. Naming the card and it’s color
  5. Answering yes/no questions
  6. Filling in the missing word
  7. Playing Detective
  8. Spot the Difference

Free Downloadable Guide

Here is the Activity Guide in A4 and US Letter Format. You can download and print it and then take it wherever your lessons take you.

Activity 1: Touching

  • Goal
    The aim of this activity is for your student to touch each of the four cards on the table when asked to do so.

  • Why is a touching activity helpful?

    • ‘Touching’ is typically easier than ‘saying’ as the focus is on understanding rather than verbalising
    • Success early on will give your student confidence and encourage them to try a wide range of activities

  • Cards to Use
    Bed, Hairbrush, Keys, Mug

  • Step 1
    Touching the Bed

    • Place the 4 cards on the table in front of your student
    • Ask your student to “Touch the Bed”
    • Your student is expected to do so
    • Then, rearrange the cards on the table
    • Once again, ask your student to “Touch the Bed”

  • Step 2
    Touching the Hairbrush, Keys and Mug

    • Once your student is successful with Bed, focus on Hairbrush and repeat the same activity. Then move on to Keys and finally Mug.

  • Step 3
    Touching the Rest of the Cards in the Set

    • Once your student is successful with these four cards move on to the rest of the cards in the set.

A touching activity using the Categories Set. The teacher asked her student to "Touch cherries."

  • Success is when…
    You can rearrange the order of the cards on the table and the order in which you can ask your student to touch each of the cards.

Activity 3: Naming the Card

  • Goal
    The aim of this activity is for your student to name the cards. It only needs to be a single word response.

  • Why is single word naming important?

    • A single word response is easier than saying two or more words. It allows your student to focus on the one word
    • Each word is building your student’s vocabulary, step by step

  • Cards to Use
    Bed, cot, couch and glue

  • Step 1
    Saying Bowl

    • Hold up the Bed and ask your student “What is it?”
    • Your student is expected to say “Bed.”

  • Step 2
    Saying Cot, Couch and Glue

    • Once your student can say Bed, ask the same question “What is it?” for Cot, then Couch and finally Glue

  • Step 3
    Saying the Rest of the Cards in the Set

    • Once your student is successful with these four cards move on to the rest of the cards in the set.

"Skateboard." Using the Nouns Set for a Naming Activity,

  • Success is when…
    Your student can name each of the cards in the set and you can vary the order in which you present the cards.

Activity 4: Naming the Object and It’s Color

  • Goal
    The aim of this activity is for your student to name each object on the card and its color.

  • Why is Naming and Object and Its Colour Important?

    • It’s a great starting point for putting together two parts of a sentence:
      – the noun (naming word) and the adjective (describing word)

  • Cards to Use
    Bath, Chair, Hairbrush and Mug

Naming the object and it’s color using the Nouns Set: “The car is silver.”

  • Step 1
    Naming the Chair and its Color

    • Show your student the Chair and state “The chair is blue.”
    • Then hold the Bath and ask your student “What about this card?”
    • Your student is expected to respond by saying “The bath is white.”

  • Step 2
    Naming the Hairbrush, Mug and Toothbrush and their Color

    • Once your student can name the Bath and its colour ask the same question “What is it?” for Hairbrush, then Mug and finally Chair

  • Step 3
    Naming the rest of the cards in the set

    • Once your student is successful with these four cards move on to the rest of the cards in the set.

  • Success is when…
    Your student can name the object on the card and it’s colour and you can vary the order in which you present the cards

Advanced Activity

The aim is for your student to be able to name the object and its color as well as what it’s for. Examples are the chair is blue and is for sitting, the mug is red and is for drinking and the toothbrush is red and is for brushing teeth.

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Activity 5: Answering Yes/No Questions

  • Goal
    The aim of this activity is for your student to answer yes or no (correctly) to a range of questions about the cards.

  • Why are answering yes/no questions helpful?

    • It gives you the opportunity to check your student’s understanding of a range of concepts (eg the object pictured on the card, it’s color and it’s purpose)
    • It’s a skill that will help your student in everyday life

  • Cards to Use
    Bowl, Glue, Pencils, Spoon

  • Step 1
    Answering correctly to the image of the Bowl

    • Show your student the bowl card and ask them “Is this a bowl?”
    • Your student is expected to answer “Yes.”
    • Now, show them another card (not the Bowl) and ask them “Is this a bowl?” The expected response would be “No.”

  • Step 2
    Answering correctly to Glue, Pencils and Spoon

    • Once your student is successful with bowl, repeat the activity for Glue, then Pencils and lastly Spoon

  • Step 3
    Answering correctly to the rest of the cards in the set

    • Once your student is successful with these four cards move on to the rest of the cards in the set.

"Is the boy drinking?" Answering yes/no questions using the Language Library.

  • Success is when…
    You student can answer yes/no correctly when asked about a particular card. You should be able to vary the order in which you present the cards as well as the order of the yes/no questions.

Advanced Activity

Role Reversal
Reverse the roles so that your student is asking the yes/no questions and you (as the teacher) are expected to respond.

Other features
Ask about other attributes – such as the color of the object on the card, its purpose and its size.

Activity 6: Filling in the Missing Word

  • Goal
    The aim of this activity is for your student to successfully fill in the missing word in a sentence

  • Why is filling in the missing word helpful?

    • It teaches your student how to put sentences together
    • It helps your student to understand a word within the context of a sentence

  • Cards to use
    Glass, Paint, Paper and Stool

Filling in the missing word using the Nouns Set: “The caterpillar is ….”

  • Step 1
    Answering correctly to the Paper card

    • Place the Paper card on the table
    • Describe this card but remove a word from the sentence. For example, “The ……….is white”
    • Your student is expected to fill in the missing word. So, in this instance by saying “paper.”
    • As they progress, make sure you vary the type of word you remove. So you might say “The paper is …… .” Your student would be expected to say “White. The paper is white.”

  • Step 2
    Answering correctly to Glass, Paint and Stool

    • Once your student is successful with Paper, repeat the activity for Glass, then Paint and lastly Stool

  • Step 3
    Answering correctly to the rest of the cards in the set

    • Once your student is successful with these four cards move on to the rest of the cards in the set.

  • Success is when…
    Your student can correctly fill in a range of different words that are missing in a sentence. You should be able to vary the order in which you present the cards and the word that is missing from the sentence.

Advanced Activity

Role Reversal
Reverse the roles of teacher and student so that the student is creating the sentence with the missing word and the teacher is to fill in the gap.

Activity 7: Playing Detective

  • Goal
    The aim of this activity is for your student to successfully guess the card you are holding having given them a range of clues.

  • Why is Playing Detective Helpful?

    • It is a playful way of using a lot of including a range of different language concepts at once. These include action words (verbs) and describing words (adjectives).

  • Cards to Use
    Hairbrush, Keys, Paintbrush, Table

  • Step 1
    Guessing the Hairbrush

    • Hold the Hairbrush card out of view
    • Then provide your student with some clues about the “mystery” card
    • Examples include “It has bristles. It makes your hair neat”
    • Your student is expected to guess the card you’re holding.
  • Step 2
    Guessing the Keys, Paintbrush and Table

    • Once successful, move on to the Keys, followed by the Paintbrush and Table. Keep it fun and provide lots of encouragement.

  • Step 3
    Guessing the rest of the cards in the set

    • Once your student is successful with these four cards move on to the rest of the cards in the set.
Revealing the mystery card using the Nouns Set: “It’s a rocket!”

  • Success is when…
    Your student can correctly guess the card you are holding having been given a range of clues.

Advanced Activity

Role Reversal
Reverse the roles of teacher and student so that the student is providing the clues and the teacher is guessing the card

Activity 8: Spot the Difference

  • Goal
    The aim of this activity is for your student to name the card that has been removed from the table.
  • Why is Spotting the Difference helpful?

    • This activity aims to improve your student’s memory and ability to stay focussed.
    • Your student needs to name the missing card and by doing so, they are building their vocabulary

  • Cards to Use
    Bath, Cot, Glass, Table

  • Step 1
    Identifying the Glass card as missing

    • Place the 4 cards on the table
    • Ask you student to name the cards.
    • Then say to you student “Close your eyes.”
    • Once closed, remove the Glass
    • Then direct you student to “Open your eyes.”
    • Once open, ask “Which card is missing?”
    • You student is expected to say “The glass.”
  • Step 2
    Identifying the Bath, Cot and Table Cards as Missing
     • Once your student is successful with Glass, repeat the activity for Bath, then Cot and lastly Table
  • Step 3
    Identifying the remaining cards as missing

    Once your student is successful with these four cards, move on to the other cards in the set.

Looking at the four the cards on the table before one is removed

  • Success is when…
    Your student can name the card(s) that have been removed from the table

Advanced Activity

Increase the number of cards on the table to 6.

Increase the number of cards that are removed to 2.

When your student has their eyes closed, vary the order of the cards on the table.

Product Suggestions

The Nouns and Language Library Sets are two of our most popular products and include our entire range of crisp and cards. The images consist of a variety of real pictures that are appropriate both for the early stages of language development and learning and everyday life.

Nouns
200 clear and captivating images of 12 types of Nouns. These include animals, clothes, colors, food, furniture, locations, occupations and shapes.

Language Flashcard Library
Our eight sets in one box option. The eight sets are Prepositions, Emotions (Vol 1 and 2), Categories, Go Togethers, Opposites and Verbs (Vol 1 and Vol 2). Buy this product and our Nouns Set to purchase our entire range.

Shop our complete range