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Tlingit-Haida-Tsimshian As A Second Language
Lesson 5
Kindergarten - Grade 3
Introduce the sentence for this unit.
Be certain that the students understand
the meaning of the structure.
Use the unit’s sentence in the following
activities.
• Turn and Face
Basic Listening
Mount the vocabulary illustrations on the walls and chalkboard.
Group the stu dents together in the center of the classroom. Say the
unit’s sentence, including one of the vo cabulary words and the students
should turn to face the illustration for the sentence 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.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word, using the unit’s sentence.
The students should repeat the sentence. However, when
you point to an illustration and say an incorrect sentence for it, the
students should remain silent. Repeat this process until the stu -
dents have re sponded a number of times to the dif ferent vocabulary
illustrations.
• Run And Catch
Grade 4 - Grade 6
Introduce the sentence for this unit.
Be certain that the students understand
the meaning of the structure.
Use the unit’s sentence in the following
activities.
• Turn and Face
Basic Listening
Mount the vocabulary illustrations on the walls and chalkboard.
Group the stu dents together in the center of the classroom. Say the
unit’s sentence, including one of the vo cabulary words and the students
should turn to face the illustration for the sentence 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.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word, using the unit’s sentence.
The students should repeat the sentence. However, when
you point to an illustration and say an incorrect sentence for it, the
students should remain silent. Repeat this process until the stu -
dents have re sponded a number of times to the dif ferent vocabulary
illustrations.
• Run And Catch
Group the students in a circle. Say a number to each student. Then,
give each student a vocabulary illustration. Stand in the cen ter of
the circle with a small portion of tissue paper. When you say "Go,"
the students should pass the vocabulary illustrations around the cir -
cle in a clockwise direction. When you clap your hands, the students
should stop passing the vocabulary illus trations around the
circle. Call one of the students’ numbers and toss the tissue paper
into the circle at the same time. The student who has the number
you called must orally identify the vocabulary illus tration he/she
has, using the unit’s sentence, and then rush into the circle to catch
the tissue paper before it hits the floor. Repeat this pro cess until
many students have responded.
Group the students in a circle. Say a number to each student. Then,
give each student a vocabulary illustration. Stand in the cen ter of
the circle with a small portion of tissue paper. When you say "Go,"
the students should pass the vocabulary illustrations around the cir -
cle in a clockwise direction. When you clap your hands, the students
should stop passing the vocabulary illus trations around the
circle. Call one of the students’ numbers and toss the tissue paper
into the circle at the same time. The student who has the number
you called must orally identify the vocabulary illus tration he/she
has, using the unit’s sentence, and then rush into the circle to catch
the tissue paper before it hits the floor. Repeat this pro cess until
many students have responded.
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