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