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Tlingit-Haida-Tsimshian As a Second Language
Lesson 5
Kindergarten - Grade 3
Introduce the sentence for this unit.
Be certain that the students understand
the meaning of the structure.
Use the unit’s sentence in the following
activities.
• Same or Different
Basic Listening
Provide each student with two blank flashcards. Each student
should then make a checkmark on one of his/her cards and an "X"
on the other card. When the students' cards are ready, say the
unit’s sentence two times, with the same vocabulary words OR with
different vocabulary words. If the two sentences are exactly the
same, the students should hold up their check mark cards.
However, if the vocabulary words are different in the sentences, the
students should hold up their "X" cards.
• Wheel of Names
Basic Speaking
Before the activity begins, prepare a name card for each student.
Lay the name cards on your desk, in a large circle. Mount the
vocab ulary illus trations on the chalkboard. Place a bottle or other
appropriate spinner in the center of your desk. Spin the spinner.
When the spin ner stops, call the student’s name it is pointing at.
That student must then identify a vocabu lary illustration you point
to on the chalkboard and then say its vocabulary word in the unit’s
sentence. When a student has done this correctly, re move his/her
name card from the desk. Continue in this way until no name cards
are left on the desk.
• Being Lippy
Stand in front of the students. Move your lips to say a vocabulary
word, using the unit’s sentence. The students should watch your
lips carefully and then repeat the sentence. This activity may also
be done in team form. In this case, the first player in each team
must attempt to repeat the sentence that you "lipped." The first
player to do this cor rectly wins the round. Repeat until all players
have partici pated.
Grade 4 - Grade 6
Introduce the sentence for this unit.
Be certain that the students understand
the meaning of the structure.
Use the unit’s sentence in the following
activities.
• Same or Different
Basic Listening
Provide each student with two blank flashcards. Each student
should then make a checkmark on one of his/her cards and an "X"
on the other card. When the students' cards are ready, say the
unit’s sentence two times, with the same vocabulary words OR with
different vocabulary words. If the two sentences are exactly the
same, the students should hold up their check mark cards.
However, if the vocabulary words are different in the sentences, the
students should hold up their "X" cards.
• Wheel of Names
Basic Speaking
Before the activity begins, prepare a name card for each student.
Lay the name cards on your desk, in a large circle. Mount the
vocab ulary illus trations on the chalkboard. Place a bottle or other
appropriate spinner in the center of your desk. Spin the spinner.
When the spin ner stops, call the student’s name it is pointing at.
That student must then identify a vocabu lary illustration you point
to on the chalkboard and then say its vocabulary word in the unit’s
sentence. When a student has done this correctly, re move his/her
name card from the desk. Continue in this way until no name cards
are left on the desk.
• Being Lippy
Stand in front of the students. Move your lips to say a vocabulary
word, using the unit’s sentence. The students should watch your
lips carefully and then repeat the sentence. This activity may also
be done in team form. In this case, the first player in each team
must attempt to repeat the sentence that you "lipped." The first
player to do this cor rectly wins the round. Repeat until all players
have partici pated.
• 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 that is illuminated
by the light of the flashlight, using the unit’s sentence. Con -
tinue in this way until all of the vo cabulary words have been said a
number of times.
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