Download - Sealaska Heritage Institute

Tlingit-Haida-Tsimshian As a Second Language
Lesson 3
Grade 7 - Grade 12
Introduce the unit’s Sentence for this unit. Be certain that the students understand
the meaning of the structure. Use the unit’s Sentence in the following
activities.
Basic Listening
• Illustration Hold-Up
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, using the Unit’s Sentence. Each student should then hold up the il lustration for the sentence that you said. Repeat this
process until all of the illustrations/vocabulary words have been used in this way.
Basic Speaking
• 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 which is illuminated
by the light of the flashlight, using its vocabulary word in the Unit’s Sentence. Con tinue in this way until all of the vo cabulary words have
been said a number of times.
• Right or Wrong
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 for that illustration. However, when you point to an illustration and say an incorrect
sentence(vocabulary word) 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.
Numbered Boxes
Before the activity begins, prepare a stencil which contains a form that has approximately twenty (20) boxes. Number each box. Pro vide
each student with a copy of the stencil. Each student should then shade in ten of the boxes in the form (any ten boxes). Call a stu dent's
name and then a number be tween one and twenty. The stu dent should look on his/her form for the box which contains the number you
called. If that box is shaded in, the student must then identify a vocabulary illustration you show him/her, using the Unit’s Sentence.
However, if the box is not shaded in, he/she may "pass" to the next player. You may wish to have the students exchange forms periodi -
cally during the activity.
• Coloured Words
Before the activity begins, identify specific colours of construction paper to represent the vocabulary words being studied. Introduce the
strips of con struction paper to the students - identifying the different colours with the vocabulary words. Mount the strips of con struction
paper on the chalkboard as they are introduced. Point to one of the strips and call upon the students to say the vo cabulary word for it,
using the unit’s Sentence. Repeat until all of the vocabulary words have been said a number of times in this way.
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