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