Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As a Second Language
Lesson 2
Grade 7 - Grade 12
Basic Listening
• Nod and Clap
Mount the vocabulary illustrations on the chalkboard. Point to one of the illustra tions and say its name. The students should nod their heads
to indicate that you said the correct vocabulary word for the illustration. However, when you point to an illustration and say an incorrect
name for it, the students should clap their hands ONCE. Repeat this process until all of the vocabulary illustrations have been used a number
of times in this way.
• 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.
Basic Speaking
• The Disappearing Illustrations
Mount five or six illustrations on the chalkboard, vertically. Point to the il lustration at the top and the students should name it. Con tinue in
this way until the students have named all of the illustra tions from top to bottom. Then, remove the last illustra tion and re peat this process
- the students should say all of the vocabulary words, including the name for the "missing" illustra tion. Then, re move another illustration
from the chalkboard and the stu dents should repeat this process. Continue in this way un til the students are say ing all of the vocabulary
words from a blank chalkboard or until the stu dents cannot remember the "missing illus trations."
• What's The Date
Before the activity begins, collect an old calendar or calendars of differ ent years. Say the name of a month to a student. The stu dent should
then say a date within that month. Look on the calen dar to see which day the date rep resents. If the date represents a day between
Monday and Friday, the stu dents should identify a vocab ulary illustration you show or he/she should repeat a sentence you said at the
beginning of the round. However, if the date named by the student is a Saturday or Sun day, the student may "pass" to another player.
Repeat until many stu dents have responded.
• Right or Wrong
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.
• Flip of the Coin
Provide each student with a penny. Keep one penny for yourself. Mount the vocabulary illustrations on the chalkboard. Have the students
(gently) toss their pennies into the air. Each student should look to see which side of his/her penny is face-up. Toss your penny into the
air in the same way. Call the side of your penny that is face-up. The students who have the same side of coin face-up must then identify
(orally) a vocabulary illus tration you point to. For example, if the "heads" side of your coin is face-up, the students who have "heads" showing
on their coins must then orally identify the vocabulary il lustration you point to. Repeat this pro cess a number of times.
4