Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimpshian As a Second Language<br />
Lesson 4<br />
Kindergarten - Grade 3<br />
• The Running Story<br />
Basic Listening<br />
Give the vocabulary illustrations to the students. Tell a running story<br />
which contains the vocabulary words repeated a number of times.<br />
When a student hears the vocabulary word for his/her illustration,<br />
he/she must hold up the illustration and show it to you. Have the<br />
students exchange illustrations periodically during the ac tivity.<br />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word. The students<br />
should repeat the vocabu lary word for that illustration. However,<br />
when you point to an illustration and say an incorrect vocabulary<br />
word for it, the students should remain silent. Repeat this process<br />
until the stu dents have re sponded a number of times to the dif ferent<br />
vocabulary illustrations.<br />
• Flashlight Name<br />
Mount the vocabulary illustrations on the chalkboard and the walls<br />
of the class room. Darken the classroom as much as possible. Use<br />
a strong flash light to direct the students' attention to one of the illustrations.<br />
The students should iden tify the illustration which is illuminated<br />
by the light of the flashlight. Con tinue in this way until all of<br />
the vo cabulary words have been said a number of times.<br />
• Whisper<br />
Mount the vocabulary illustrations on the chalkboard. Group the<br />
stu dents into two teams. Whisper a vocabulary word to the first<br />
player in each team. When you say, "Go," the first player in each<br />
team must then whisper the same word to the next player in his/her<br />
team. The players should continue whis pering the vocabulary word<br />
in this way until the last player in a team hears the word. When the<br />
last player in a team hears the word, he/she must rush to the chalkboard<br />
and point to the illustration for the word. The first player to do<br />
this correctly wins the round. Repeat until all players have had an<br />
opportu nity to identify a vocabulary illustration in this way. When<br />
player has iden tified a vocabulary illustration, he/she should re-join<br />
the front of his/her team.<br />
Grade 4 - Grade 6<br />
• The Running Story<br />
Basic Listening<br />
Give the vocabulary illustrations to the students. Tell a running story<br />
which contains the vocabulary words repeated a number of times.<br />
When a student hears the vocabulary word for his/her illustration,<br />
he/she must hold up the illustration and show it to you. Have the<br />
students exchange illustrations periodically during the ac tivity.<br />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word. The students<br />
should repeat the vocabu lary word for that illustration. However,<br />
when you point to an illustration and say an incorrect vocabulary<br />
word for it, the students should remain silent. Repeat this process<br />
until the stu dents have re sponded a number of times to the dif ferent<br />
vocabulary illustrations.<br />
• Flashlight Name<br />
Mount the vocabulary illustrations on the chalkboard and the walls<br />
of the class room. Darken the classroom as much as possible. Use<br />
a strong flash light to direct the students' attention to one of the illustrations.<br />
The students should iden tify the illustration which is illuminated<br />
by the light of the flashlight. Con tinue in this way until all of<br />
the vo cabulary words have been said a number of times.<br />
• Whisper<br />
Mount the vocabulary illustrations on the chalkboard. Group the<br />
stu dents into two teams. Whisper a vocabulary word to the first<br />
player in each team. When you say, "Go," the first player in each<br />
team must then whisper the same word to the next player in his/her<br />
team. The players should continue whis pering the vocabulary word<br />
in this way until the last player in a team hears the word. When the<br />
last player in a team hears the word, he/she must rush to the chalkboard<br />
and point to the illustration for the word. The first player to do<br />
this correctly wins the round. Repeat until all players have had an<br />
opportu nity to identify a vocabulary illustration in this way. When<br />
player has iden tified a vocabulary illustration, he/she should re-join<br />
the front of his/her team.<br />
• Chair Ring Toss<br />
Overturn two or three chairs and place them at one end of the<br />
class room. The legs of the chairs can be used for a game of "ring<br />
toss." Place the vocabulary illustrations beside each of the chairs.<br />
Group the students about ten feet from the overturned chairs. Give<br />
each student a ring made from a large pipe cleaner. Call a student’s<br />
name. The student should then toss his/her ring towards the chairs,<br />
attempting to land it on a chair leg. If the ring lands on a leg, the<br />
student may "pass." However, if the ring misses the chair legs,<br />
he/she must identify one of the vocabulary illustrations. Repeat<br />
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