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Tlingit-Haida-Tsimshian As A Second Language
Lesson 2
Kindergarten - Grade 3
Basic Listening
Grade 4 - Grade 6
Basic Listening
• Nod and Clap
• Nod and Clap
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its name. The students should nod their
heads to indicate that you said the correct vocabulary word for the
illustration. However, when you point to an illustration and say an
incorrect name for it, the students should clap their hands ONCE.
Repeat this process until all of the vocabulary illustrations have
been used a number of times in this way.
• Wild Cars
Make two "roads" on the floor using masking tape. Be certain that
there are a number of curves and circles in the roads. The roads
should stretch for at least ten feet. If you have a floor rug, chalk may
be used to fashion the roads. Place a toy car at the beginning of
each road. Lay the vocabulary illustrations at the end of the roads.
Have a student sit beside each car. Name one of the vocabulary
illustrations and say "Go." The two students should "drive" their
cars along the roads as quickly as they can. The winner is the player
who first parks his car on the illustration for the vocabulary word
you said.
•Flashlight Find
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its name. The students should nod their
heads to indicate that you said the correct vocabulary word for the
illustration. However, when you point to an illustration and say an
incorrect name for it, the students should clap their hands ONCE.
Repeat this process until all of the vocabulary illustrations have
been used a number of times in this way.
•Flashlight Find
Mount the vocabulary illustrations on the walls, chalkboard, win -
dows, etc. Have a student stand in the center of the classroom with
a flashlight. Say one of the vocabulary words and the student must
find the illustration for the vo cabulary word you said using the light
of the flashlight. This activity may also be conducted in team form.
In this case, have two flashlights available. Have a player from
each team stand in the center of the classroom. When you say the
vocabulary word, each player must attempt to find the correct
illustra tion with the light of his/her flashlight.
Basic Speaking
Mount the vocabulary illustrations on the walls, chalkboard, win -
dows, etc. Have a student stand in the center of the classroom with
a flashlight. Say one of the vocabulary words and the student must
find the illustration for the vo cabulary word you said using the light
of the flashlight. This activity may also be conducted in team form.
In this case, have two flashlights available. Have a player from
each team stand in the center of the classroom. When you say the
vocabulary word, each player must attempt to find the correct
illustra tion with the light of his/her flashlight.
• Turn and Face
Mount the vocabulary illustrations on the walls and chalkboard.
Group the stu dents together in the center of the classroom. Say
one of the vo cabulary words and the students should turn to face
the illustration for the word you said. Depending upon the size of
your class, this ac tivity may be done in small groups. This activity
may also be done in team form. In this case, have a player from
each team stand in the center of the classroom. When a player
faces the wrong di rection (i.e., the wrong il lustration), he/she is
"out" until a later round of the ac tivity. Repeat until all players have
had an opportunity to participate.
• Balloon Volleyball
Group the students into two teams. The two teams should stand,
facing one another. Toss a round, inflated balloon to the members
of Team One. The members of Team One must then bounce the
balloon to the members of Team Two. The players should con tinue
to bounce the bal loon back and forth in this way until a team loses
the balloon. You may wish to establish the rule that players may not
move their feet during the activity. When a team loses the balloon,
show them a vocabulary il lustration and all team members in that
team must say the vocabulary word for it. Repeat until players in
both teams have re sponded a number of times.
• The Disappearing Illustrations
Mount five or six illustrations on the chalkboard, vertically. Point to
the il lustration at the top and the students should name it. Con tinue
in this way until the students have named all of the illustra tions from
top to bottom. Then, remove the last illustra tion and re peat this
process - the students should say all of the vocabulary words,
including the name for the "missing" illustra tion. Continue, until all
illustrations have been removed in this way.
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