Ordinal Numbers

Li is traveling to her grandmothers house. She has to go through the city to get there. Cut out the ordinal
number and paste it on the correct place in the order in which Li traveled.

Grandmothers house

Appendix

App-39

Appendix

1st
2nd
3rd
4th
5th
6th
First
Second
Third
Fourth
Fifth
Sixth
7th 8th
9th
10th
11th
12th
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth

Sube Activities

Show and Tell

Skills: Vocabulary acquisition, pronunciation, visual discrimination, listening comprehension

Students will gain confidence as they are validated for learning new vocabulary and connecting
it to Sube English themes.
This is a Flashcard game used daily to introduce and reinforce vocabulary. This game
can also be played with actual objects (e.g., plastic animals and food). For topics such
as Family and Transportation, have students create a set of Flashcards as a class using
photos from magazines. This game precedes Where Is It? (Activities p. Act-24).

Preparation

1. Bring out the Yeehaw! Bingo book from the Sube kit.
2. Bring out the Flashcards for the relevant theme, e.g., Food.
1. Have students sit in a circle on the floor or on chairs. You could also place the desks in a half circle.
If you are using the overhead projector version of the Flashcards, leave the desk arrangement as is.
2. Hold up one card at a time. Say the name slowly and clearly. The students must repeat it in
unison. Ensure that all students are repeating along with you, and encourage the quiet ones.
3. As you call out a card, place it on the floor. Continue laying out the cards in rows.
4. When all the cards are on the floor in front of you, begin Where Is It? game (Activities
p. Act-24).

Version #2
Move immediately to this version unless the students seem to be challenged with simply repeating the words. Hold up the card, say the name slowly and clearly, then describe it using the Bingo
book sentences. The students do not have to repeat the full sentences at this point. Continue
giving a description for each vocabulary word. This version provides a contextual framework for
the vocabulary and models speaking in full sentences. Dramatize the new sentences (as in Charades, Activities p. Act-10) so that students understand without having to translate.

Version #3
Once the students seem comfortable with this new material, describe the vocabulary without
dramatizing. This scaffolding approach of removing visual clues develops comprehension skills.

Version #4
Have students play any of the above versions in groups, as you observe and assist. Track student
progress using the Sube Level A Benchmark Evaluation Chart (Evaluations p. Eval-3).

Activities Act-23

Activities

Version #1

Sube Activities

Where Is It?

Skills: Vocabulary development, visual discrimination, verbal communication, listening

comprehension, pronunciation, descriptive vocabulary
Students will acquire vocabulary and active listening skills from reacting to and retelling
information. They will learn to form complete sentences, ask questions and grasp contextual
meanings.

Preparation

Bring out the Flashcards and the Yeehaw! Bingo book for the relevant theme or topic.

Version #1: Comprehending the word

This version focuses on developing visual discrimination skills as students search for the correct
image, and comprehension skills as they listen and begin to learn the vocabulary word.
1. Have students sit in a circle on the ground.
2. Play Show and Tell (Activites p. Act-23) to introduce vocabulary, placing all cards face up in
rows. Ask the students, Where is . . . (the cow)?
3. Students take turns coming into the center of the circle to find the correct vocabulary word.
4. Give hints in English if they are taking too long, e.g., This animal gives milk. Use descriptions from the Yeehaw! Bingo book and dramatize the actions so students guess quickly. You
can give hints about location, e.g., Its next to the . . . Its between the . . . and the . . .
5. Once the student finds the correct card, say, Can you say it for me? He/she must repeat the
word (you can model correct pronunciation) and return to his/her seat with the card.

Version #2: Saying the vocabulary word

This version develops oral interpretation skills, as students must say the word in English; it also
develops comprehension skills, because they must understand complete sentences that describe
the vocabulary word.
Once students are able to quickly retrieve the correct card from simply calling out the name,
play this version. Give a dramatized description of one of the words on the cards before you,
e.g., This animal has feathers and a beak. It lays eggs. Students must call out the name in
English and find the correct card in order to return to their seats with the card.

Version #3: Understanding full sentences

This Sube scaffolding strategy tests whether the student is comprehending the sentences while
developing comprehension skill. Play this game until all students are able to understand the
sentences.
As students become able to quickly retrieve the correct card from a dramatized description,
remove the drama and simply read or say the description.

Version #4: Speaking in sentences

This strategy allows students to build confidence as they develop the skills needed to form sentences on their own. A great tool for introducing interrogatives, it creates a contextual framework
that gives meaning to the vocabulary words.
Students should now be able to quickly retrieve cards when given a description in fluent English.
Act-24 Activities

Sube Activities
In this version, once again call out one of the words from the Flashcards laid out in front of you.
Have a student retrieve the correct card, then ask: What can you tell me about this animal/
object? The student must answer in full sentences, using the learned vocabulary. You can use a
Sube scaffolding strategy to help students if at first they seem overwhelmed. Ask specific questions: Does the chicken have feathers or hair? Have the student respond in full sentences: Yes,
the chicken has feathers.

Version #5: Personalizing language

These questions require students to assimilate what they have learned and to form new sentences
to describe what they think or feel.
Once students are able to say the name and successfully describe the vocabulary words in English you can try this version. Instead of asking them to describe the word, ask more complex
questions that require critical thinking, such as, Is there a tiger in your house? For the Places
theme, Have you been to a fire station?
This Sube scaffolding strategy removes the teacher from the leadership position and empowers
students to practice and develop language skills on their own.
Have students play any of the above versions in groups as you observe and assist. Track student
progress using the Sube Level A Benchmark Evaluation Chart (Evaluations p. Eval-3).

Suggestions
This game can be played in conjunction with specific content areas where new vocabulary is
integrated into the game. For example, if habitats are being studied in Science one month, you
can use the Animal Flashcards. Instead of using general descriptions, ask specific questions about
the animal habitats.
Body vocabulary can be integrated into Health units that deal with caring for ones body. How
do we take care of our face? We wash our face, Very good, How do we take care of our
legs? We run and exercise our legs, Very good.

Count It!

Skills: Rote counting, number recognition, fine motor, using manipulatives

Students will learn numbers and counting in English and enhance descriptive skills.
This activity can be played with any theme to review the numbers.

Preparation
Gather ten objects relating to the theme, e.g., toy animals, plastic food items, shapes, etc.
If that is not possible, use little cars or different color blocks.

Instructions
1. Have students sit in a circle on the ground.
2. Line up all ten objects and count them aloud with the students.
Activities Act-25

Activities

Version #6: Independent development

Sube Activities
3. Ask each student, How many . . . (cars) are here? The student points to the object as she/he
counts aloud in English.
4. Change the number of objects for each student, allowing them to count by themselves.
5. Have the student go to the board and write the number after others call it out. Or, designate a
student to write the numbers up.

Count It! with Spatial References

Skills: Counting, using prepositions and adverbs to describe location, number recognition, fine
motor, using manipulatives
Students will identify key words and their relationships by counting in English.

Preparation
1. Gather ten objects relating to the theme, e.g., toy animals, plastic food items, shapes, etc.
If that is not possible, use little cars or different color blocks.
2. Bring wooden blocks and small containers.

Instructions
1. Place objects at different distances and ask, How many . . . (horses) are here/there?
2. Place some objects inside a box and some outside and ask, How many . . . (oranges) are
inside/outside the box? How many cars are on the right of the block? etc.

Tell Me the Colors!

Skills: Color recognition, using adjectives to describe, questioning and answering, expressing likes
and dislikes
Students will learn to distinguish and express personal feelings with confidence in English, along
with increasing descriptive vocabulary acquisition.

Preparation
Gather ten little cars (or other objects, such as shapes) in all the colors. To introduce or reinforce
Transportation vocabulary you can use different vehicles (bus, car, firetruck, etc.).

Version #1
1. Have students sit in a circle on the floor.
2. Line up all ten objects. Point to each object and name its color.
3. Then ask each student, Where is the . . . (red car)? The student points to the object of that
color and says, Here is the red car. Say, Very good.
4. Encourage varied responses, such as, I like the red car because red is my favorite color.

Version #2
Line up the objects and ask, What is the color of this . . . (bus)? as you point to an object.
Continue asking the same question for each object. The student must be able to say the color in
English. This works on developing oral interpretation skills.

Act-26 Activities

Conversational Grid
The Conversational Grid is used to encourage student-to-student interaction and individual autonomy in
language learning. The grid can be as simple as six boxes or as complex as twenty, depending on student
readiness. Grid #1 can be used for pre-literate students to practice writing and speaking skills. Grid #2 can
be for more advanced learners.
Sample Activity
The students are given a blank grid and asked to write in the vocabulary words and student names. They
then go around and ask the student the assigned question, e.g. Do you like apples? The other student
responds in a full sentence: Yes, I like apples. The box is checked if he/she does like apples. After all students have completed the process, you can discuss the results as a class: How many in your group
liked apples? etc.
Sample Grid #1

Apples

Oranges

Bananas

Hiroko
Carlos
Mary
Sample Activity
The grid below can be used for students to form groups and ask each other Where does your mother work?
The other student responds My mother works in the . . . (bank). A class discussion can follow.
Sample Grid #2
the
bank

the
store

the
office

the
hotel

the fire
station

the
police
station

the
school

Hiroko
Carlos
Khalid
Joshua
Pedro
Isaiah
Mary
You can see how this basic concept can have many variations and applications. Grids can be done individually, in a group or as a class. Grids can be used whenever you introduce new conversational phrases that you
would like students to practice. This activity allows you to assist, observe and track student progress.

Appendix

Appendix App-13