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Tlingit-Haida-Tsimpshian As a Second Language
Lesson 3
Kindergarten - Grade 3
• 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
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.
• 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. The first player to correctly
identify the il lustration for the vocabulary word you said wins
the round. Repeat until all players have played.
• Searchlight
Group the students into two teams. Tape the vocabulary illustra -
tions to a sheet. Have two students hold the sheet vertically so that
the players in each team can see the illustrations. Have the first
player from each team stand behind the sheet. Give these two play -
ers flashlights. Say a vocabulary word. When you say "Go," the two
players must shine the lights of their flashlights through the sheet.
The players should move the lights around on the surface of the
sheet. When a player's light is behind the illustration for the vo -
cabulary word you said, the players in his/her team should clap.
The player who first reaches the vocabulary illustration in this way
wins the round. Repeat until all players in each team (and the two
players holding the sheet) have had an opportunity to participate.
• Flashlight Find
Grade 4 - Grade 6
Basic Listening
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. The first player to correctly
identify the il lustration for the vocabulary word you said wins
the round. Repeat until all players have played.
• Actions!
Basic Speaking
Group the students together in front of you. Perform an action
which represents one of the key vocabulary words. The students
should say the vocabulary word for the action you perform. Repeat,
using a different ac tion for each vocabulary word.
• Out of Order
Stand the vocabulary illustrations in the chalkboard ledge. The students
should look carefully at the sequence of illustrations. Then,
have the stu dents close their eyes. Switch the order of two of the
illustrations. The stu dents should then open their eyes and identify
(orally) the two illustrations which were re-arranged. This activity
may also be done in team form.
• Guess My Number!
Mount the vocabulary illustrations on the chalkboard and num ber
each il lustration. Think of a number between one and twenty. Call
upon indi vidual students to guess the number you are thinking of.
The stu dent who guesses the correct number must then identify a
vocabulary illustration by the num ber of the illustration you call.
Repeat this pro cess, selecting different num bers for each round of
the activity. The ac tivity may be changed so that the students think
(or write) numbers between one and twenty. In this case, you
should try to guess the stu dents' numbers. Whenever you guess a
student's number correctly, he/she must then identify a vocab ulary
illustration you show him/her. A student may change his/her number
after responding in this way.
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