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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.
• Turn and Face
Basic Listening
Mount the vocabulary illustrations on the walls and chalkboard.
Group the stu dents together in the center of the classroom. Say the
unit’s sentence, including one of the vo cabulary words and the students
should turn to face the illustration for the sentence you said.
Depending upon the size of your class, this ac tivity may be done in
small groups. This activity may also be done in team form. In this
case, have a player from each team stand in the center of the
classroom. When a player faces the wrong di rection (i.e., the wrong
il lustration), he/she is "out" until a later round of the ac tivity. Repeat
until all players have had an opportunity to participate.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word, using the unit’s sentence.
The students should repeat the sentence. However, when
you point to an illustration and say an incorrect sentence 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.
• Guess My Number!
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.
• Turn and Face
Basic Listening
Mount the vocabulary illustrations on the walls and chalkboard.
Group the stu dents together in the center of the classroom. Say the
unit’s sentence, including one of the vo cabulary words and the students
should turn to face the illustration for the sentence you said.
Depending upon the size of your class, this ac tivity may be done in
small groups. This activity may also be done in team form. In this
case, have a player from each team stand in the center of the
classroom. When a player faces the wrong di rection (i.e., the wrong
il lustration), he/she is "out" until a later round of the ac tivity. Repeat
until all players have had an opportunity to participate.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word, using the unit’s sentence.
The students should repeat the sentence. However, when
you point to an illustration and say an incorrect sentence 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.
• Guess My Number!
Mount the vocabulary illustrations on the chalkboard and num ber
each il lustration. Think of a number between one and twenty. Call
upon indi vidual students to guess the number you are thinking of.
The stu dent who guesses the correct number must then identify a
vocabulary illustration by the num ber of the illustration you call,
using the unit’s sentence. Repeat this pro cess, selecting different
num bers for each round of the activity. The ac tivity may be changed
so that the students think (or write) numbers between one and
twenty. In this case, you should try to guess the stu dents' numbers.
Whenever you guess a student's number correctly, he/she must
then identify a vocab ulary illustration you show him/her. A student
may change his/her number after responding in this way.
Mount the vocabulary illustrations on the chalkboard and num ber
each il lustration. Think of a number between one and twenty. Call
upon indi vidual students to guess the number you are thinking of.
The stu dent who guesses the correct number must then identify a
vocabulary illustration by the num ber of the illustration you call,
using the unit’s sentence for this unit. Repeat this pro cess, selecting
different num bers for each round of the activity. The ac tivity may
be changed so that the students think (or write) numbers between
one and twenty. In this case, you should try to guess the stu dents'
numbers. Whenever you guess a student's number correctly (or
incorrectly), he/she must then identify a vocab ulary illustration you
show, using the unit’s sentence. A student may change his/her
number after responding in this way.
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