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Tlingit-Haida-Tsimshian As a Second Language
Lesson 2
Kindergarten - Grade 3
• Locomotive
Basic Listening
Have the students stand in a straight line in the center of the room.
Each student should place his hands on the shoulders of the student
in front of him/her. Mount an illustration on each of the four
walls in the classroom. Tell the students that when they hear one of
the four vocabulary words (for the four illustrations on the walls),
they should step in that direction - while still holding onto the shoulders
of the players in front of them. Say the four words a number of
times; the students should step towards the illustrations as they are
named.
• Stretch
Place the vocabulary illustrations on the floor, in a scattered form.
The il lustrations should be quite close together. Have a stu dent
stand beside the illustrations. Say a vocabulary word for one of the
illustrations. The student should place his/her left foot on that illus -
tration. Then, say other vocabulary words and the student must
identify the correct illustrations with different parts of his/her body.
You may wish to have two students partici pate in this pro cess at the
same time for added motivation.
• Auditory Location
Have a student stand at the front of the classroom. Blindfold the
student or have him/her close his/her eyes. Whisper a vocabulary
word or sentence (which contains a vocabulary word) to a student
in the classroom. That student should then repeat the word/sentence
orally. The blindfolded student must then point in the direction
from which the word or sentence came. Repeat with other students.
• Here, There, Everywhere
Mount the vocabulary illustrations on the walls around the classroom.
Group the students in the center of the classroom. Say a
vocabulary word and the students should rush to that illustration.
However, when you say a word that is not represented by an illustration
on the walls, the students should sit down and hold one arm
in the air. Repeat this process until all of the vocabulary illustrations
have been identified a number of times. This activity is ideal for gym
class as a "warm-up."
• Back to Back Race
Have two pairs of students stand in the center of the classroom.
The students in each pair should stand back to back with arms
interlocked. Lay the vocabulary illustrations on the floor in a scattered
form. Say one of the vocabulary words. The two pairs of students
must then race to the illustration for the vocabulary word you
said without unlocking their arms. The first pair to reach the correct
illustration wins the round. Repeat with other pairs of students.
• Locomotive
Grade 4 - Grade 6
Basic Listening
Have the students stand in a straight line in the center of the room.
Each student should place his hands on the shoulders of the student
in front of him/her. Mount an illustration on each of the four
walls in the classroom. Tell the students that when they hear one of
the four vocabulary words (for the four illustrations on the walls),
they should step in that direction - while still holding onto the shoulders
of the players in front of them. Say the four words a number of
times; the students should step towards the illustrations as they are
named.
Basic Speaking
• Illustration Concentration
Prepare a photocopied set of vocabulary illustrations. Cut the photocopied
illustrations in half. For this activity, you may wish to prepare
extra copies of the vocabulary illustrations. Glue the halves to
sheets of construction paper. Mix all of the cut up illus tration halves
on the floor, face down. Group the students around the illus tration
halves. Call upon a student to turn over one of the illus tration
halves. The student should show that illustration half to the other
students. Then, he/she should turn over another illus tration half. If
the two halves go together to produce a vocabulary illustration, the
student should identify the illustra tion by its vo cabulary word and
then keep the two halves. However, if the two halves do not go
together to produce a vocab ulary illustration, the stu dent should
replace both halves in their original locations on the floor. Con tinue
in this way until all of the illustration halves have been correctly
matched. The winning stu dent or students are those with the greatest
num ber of halves collected.
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. 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
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 with the number of the answer of the problem,
wins the round.
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