Appendix

Appendix App-39

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.

1stFirst

2ndSecond

3rdThird

4thFourth

5thFifth

6thSixth

7thSeventh

8thEighth

9thNinth

10thTenth

11thEleventh

12thTwelfth

Grandmothers house

Activities Act-23

Activities

Sube Activities

Show and Tell Skills: Vocabulary acquisition, pronunciation, visual discrimination, listening comprehensionStudents 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) .

Preparation1 . Bring out the Yeehaw! Bingo book from the Sube kit .2 . Bring out the Flashcards for the relevant theme, e .g ., Food .

Version #11 . 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 #2Move immediately to this version unless the students seem to be challenged with simply repeat-ing 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 Cha-rades, Activities p . Act-10) so that students understand without having to translate .

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

Version #4Have 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) .

Act-24 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 .

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

Version #1: Comprehending the wordThis 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 descrip-

tions 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 wordThis 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 sentencesThis 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 sentencesThis strategy allows students to build confidence as they develop the skills needed to form sen-tences 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 .

Sube Activities

Activities Act-25

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 ques-tions: Does the chicken have feathers or hair? Have the student respond in full sentences: Yes, the chicken has feathers .

Version #5: Personalizing languageThese 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 Eng-lish 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?

Version #6: Independent developmentThis 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) .

SuggestionsThis 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 manipulativesStudents will learn numbers and counting in English and enhance descriptive skills .

This activity can be played with any theme to review the numbers .

PreparationGather 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 .

Instructions1 . Have students sit in a circle on the ground .2 . Line up all ten objects and count them aloud with the students .

Sube Activities

Act-26 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 .

Preparation1 . 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 .

Instructions1 . 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 .

PreparationGather 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 #11 . 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 #2Line 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 .

Sube Activities

Appendix

Appendix App-13

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 ActivityThe 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 stu-dents 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 ActivityThe 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 individu-ally, 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 .

ESL-beginner-games-ordinal-numbersESL-beginner-games-conversation-gridESL-beginner-flashcards-animals