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Tlingit-Haida-Tsimshian As a Second Language
Lesson 3
Grade 7 - Grade 12
Introduce the sentence for this unit. Be certain that the students understand the
meaning of the structure. Use the unit sentence in the following activities.
Basic Listening
• Illustration Hold-Up
Give the students their mini illustrations used earlier in this unit. Say a vocabulary word, using the unit sentence. Each student should
then hold up the il lustration for the sentence that you said. Repeat this process until all of the illustrations/vocabulary words have been
used in this way.
Basic Speaking
• Number What
Mount the vocabulary illustrations on the chalkboard. Number each illus tration. Call one of the numbers and the students should identify
the illus tration with that number, using the key vocabulary word and the unit sentence. Continue in this way until all of the vocabulary il -
lustrations have been identified a number of times. To add "spice" to the ac tivity, you may wish to say a simple oral math problem, the
answer to which is equal to one of the num bers on the chalkboard. For example, you may say, "Six plus four, minus three, plus one." For
this ex ample, the answer would be "Eight." In this case, the students should identify the vocabulary illustration (using the unit sentence)
with the numeral “8” beside it. This activity may also be done in team form. The first player to solve the math problem and then to identify
the il lustration wins the round.
• Flashlight Name
Mount the vocabulary illustrations on the chalkboard and the walls of the class room. Darken the classroom as much as possible. Use a
strong flash light to direct the students' attention to one of the illustrations. The students should iden tify the illustration which is illuminated
by the light of the flashlight, using the unit sentence. Con tinue in this way until all of the vo cabulary words have been said a number of
times.
• Right or Wrong
Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its vocabulary word, using the unit sentence.
The students should repeat the sentence for that illustration. 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.
• Colander
Before the activity begins, obtain sheet of construction paper equal in size to the size of your vocabulary illustrations. Use a sin gle hole
punch to punch holes in the construction paper sheet. Place the construction paper sheet over one of the vocabulary il lustrations. Hold
the construc tion paper sheet and vocabulary il lustration up so that the students can see them. The stu dents should attempt to identify the
vocabulary illus tration from the parts they can see through the holes in the construc tion paper, using the unit sentence. The first student
to do this correctly, wins the round. This activity may also be done in team form. In this case, the first player to correctly identify the vocabu -
lary illus tration wins the round.
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