Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
Download - Sealaska Heritage Institute
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Tlingit-Haida-Tsimshian As a Second Language<br />
Lesson 3<br />
Kindergarten - Grade 3<br />
• Turn and Face<br />
Basic Listening<br />
Mount the vocabulary illustrations on the walls and chalkboard.<br />
Group the stu dents together in the center of the classroom. Say<br />
one of the vo cabulary words and the students should turn to face<br />
the illustration for the word you said. Depending upon the size of<br />
your class, this ac tivity may be done in small groups. This activity<br />
may also be done in team form. In this case, have a player from<br />
each team stand in the center of the classroom. When a player<br />
faces the wrong di rection (i.e., the wrong il lustration), he/she is<br />
"out" until a later round of the ac tivity. Repeat until all players have<br />
had an opportunity to participate.<br />
• Over and Under<br />
Group the students into two teams. Mount the vocabulary illus -<br />
trations on the chalkboard. Give the first player in each team a ball.<br />
When you say, "Go," the first player in each team must pass the ball<br />
to the next player, over his/her head. The next player must then<br />
pass the ball to the third player, between his/her legs. The players<br />
should con tinue with this over/under sequence until the last player<br />
in a team receives the ball. When the last player receives the ball,<br />
he/she must rush to the chalkboard and identify an illustration for a<br />
vocabulary word that you say. The first player to do this successfully<br />
wins the round. Repeat until all players in each team have had<br />
a chance to respond in this way.<br />
• Flashlight Find<br />
Mount the vocabulary illustrations on the walls, chalkboard, win -<br />
dows, etc. Have a student stand in the center of the classroom with<br />
a flashlight. Say one of the vocabulary words and the student must<br />
find the illustration for the vo cabulary word you said using the light<br />
of the flashlight. This activity may also be conducted in team form.<br />
In this case, have two flashlights available. Have a player from<br />
each team stand in the center of the classroom. When you say the<br />
vocabulary word, each player must attempt to find the correct<br />
illustra tion with the light of his/her flashlight. The first player to correctly<br />
identify the il lustration for the vocabulary word you said wins<br />
the round. Repeat until all players have played.<br />
• Change<br />
Group the students in pairs. There should be one student without a<br />
partner to be IT for the first round of the activity. Have the students<br />
in each pair stand back to back, with elbows interlocked. Tell the<br />
students to listen for a specific word, sequence of words, or sentence.<br />
When the students hear the word/sequence or sentence you<br />
said at the beginning of the round, they should drop arms and<br />
quickly find new partners. However, IT must also find a partner -<br />
thus producing a new IT for the next round of the activity.<br />
185<br />
• Turn and Face<br />
Grade 4 - Grade 6<br />
Basic Listening<br />
Mount the vocabulary illustrations on the walls and chalkboard.<br />
Group the stu dents together in the center of the classroom. Say<br />
one of the vo cabulary words and the students should turn to face<br />
the illustration for the word you said. Depending upon the size of<br />
your class, this ac tivity may be done in small groups. This activity<br />
may also be done in team form. In this case, have a player from<br />
each team stand in the center of the classroom. When a player<br />
faces the wrong di rection (i.e., the wrong il lustration), he/she is<br />
"out" until a later round of the ac tivity. Repeat until all players have<br />
had an opportunity to participate.<br />
• Illustration Hold-Up<br />
Before the activity begins, prepare a stencil which contains small<br />
versions of the vocabulary illustrations. Provide each student with<br />
a copy of the stencil. The students should cut the illustrations from<br />
their copies of the stencil. When the students' illustrations are cut<br />
out, say a vocabulary word. Each student should then hold up the<br />
il lustration for the vocabulary word that you said. Repeat this<br />
process until all of the illustrations/vocabulary words have been<br />
used in this way.<br />
• Matching Halves<br />
Cut each of the vocabulary illustrations in half. Mix all of the halves<br />
together and distribute them to the students. Say a vocabu lary<br />
word. The two stu dents who have the halves for the illustration that<br />
goes with the vocabulary word you said, should show their halves.<br />
You may have the students ex change illustration halves pe -<br />
riodically during this activity.<br />
• Flashlight Find<br />
Mount the vocabulary illustrations on the walls, chalkboard, win -<br />
dows, etc. Have a student stand in the center of the classroom with<br />
a flashlight. Say one of the vocabulary words and the student must<br />
find the illustration for the vo cabulary word you said using the light<br />
of the flashlight. This activity may also be conducted in team form.<br />
In this case, have two flashlights available. Have a player from<br />
each team stand in the center of the classroom. When you say the<br />
vocabulary word, each player must attempt to find the correct<br />
illustra tion with the light of his/her flashlight. The first player to correctly<br />
identify the il lustration for the vocabulary word you said wins<br />
the round. Repeat until all players have played.<br />
• Change<br />
Group the students in pairs. There should be one student without a<br />
partner to be IT for the first round of the activity. Have the students<br />
in each pair stand back to back, with elbows interlocked. Tell the<br />
students to listen for a specific word, sequence of words, or sentence.<br />
When the students hear the word/sequence or sentence you<br />
said at the beginning of the round, they should drop arms and<br />
quickly find new partners. However, IT must also find a partner -<br />
thus producing a new IT for the next round of the activity.