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Tlingit-Haida-Tsimshian As a Second Language
Lesson 2
Kindergarten - Grade 3
• Illustration Hold-Up
Basic Listening
Before the activity begins, prepare a stencil which contains small
versions of the vocabulary illustrations. Provide each student with
a copy of the stencil. The students should cut the illustrations from
their copies of the stencil. When the students' illustrations are cut
out, say a vocabulary word. Each student should then hold up the
il lustration for the vocabulary word that you said. Repeat this
process until all of the illustrations/vocabulary words have been
used in this way.
• 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.
• Matching Halves
Cut each of the vocabulary illustrations in half. Mix all of the halves
together and distribute them to the students. Say a vocabu lary
word. The two stu dents who have the halves for the illustration that
goes with the vocabulary word you said, should show their halves.
You may have the students ex change illustration halves pe -
riodically during this activity.
• Wild Cars
Make two "roads" on the floor using masking tape. Be certain that
there are a number of curves and circles in the roads. The roads
should stretch for at least ten feet. If you have a floor rug, chalk may
be used to fashion the roads. Place a toy car at the beginning of
each road. Lay the vocabulary illustrations at the end of the roads.
Have a student sit beside each car. Name one of the vocabulary
illustrations and say"Go." The two students should "drive" their cars
along the roads as quickly as they can. The winner is the player
who first parks his car on the illustration for the vocabulary word
you said.
• The Running Story
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.
Grade 4 - Grade 6
• Illustration Hold-Up
Basic Listening
Before the activity begins, prepare a stencil which contains small
versions of the vocabulary illustrations. Provide each student with
a copy of the stencil. The students should cut the illustrations from
their copies of the stencil. When the students' illustrations are cut
out, say a vocabulary word. Each student should then hold up the
il lustration for the vocabulary word that you said. Repeat this
process until all of the illustrations/vocabulary words have been
used in this way.
• Stare Down
Basic Speaking
Have two students stand facing one another. Mount the vocabu lary
illustra tions on the chalkboard. The object of the activity is for the
two stu dents to look at one another without laughing. The first stu -
dent to laugh (or smile) must then identify a vocabulary illustration
you point to. If both students laugh or smile at the same time, then
both students must identify the vocabulary il lustration you point to.
Repeat with other pairs of students until all students have partici -
pated.
• Reflection
Before the activity begins, obtain two small, unbreakable mirrors.
Have two students stand at the front of the classroom, facing the
chalk board. Give the two students each one of the mirrors. Stand
some dis tance be hind the students. Hold up a vocabulary illustration.
When you say "Go," the two players with the mirrors must then
look over their shoulders with the mirrors and name the illustration.
Repeat with other pairs of students.
• Cat's Cradle
Group the students in a circle, sitting on the floor. Provide each student
with a vocabulary illustration (prepare extra illustrations if necessary).
The stu dents should stand their vocabulary illustra tions on
the floor, leaning against their legs. Give a student in the circle a
ball of string. The student should hold the end of the ball of string
and then say the name of a vocabulary illustration that another student
has. After identi fying the illustration, he/she should then toss
the ball of string to the stu dent who has that illustra tion (being careful
to hold tightly to his/her end of the string). The student who
receives the ball of string must then re peat this process - tossing
the ball of string to an other stu dent in the cir cle. The students
should continue in this way until a "cat's cra dle" has been created
with the string in the center of the circle. This activity may be
repeated more than once by collecting and redis tributing the illus -
trations for each new round.
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