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
• Number That Word!
Mount the vocabulary illustrations on the chalkboard. Provide each student with three blank flashcards. Each student should write the numbers
1, 2, and 3 on his/her cards - one number per card. Point to one of the vocabulary illus trations. Then, say the unit’s Sentence three
times, using a different vocabulary word with each sentence. The students should show their number cards for the unit’s Sentence/vocab -
ulary word that matches the illustration you pointed to. Repeat with other illustrations.
Basic Speaking
• Half Match
Before the lesson begins, prepare a photocopy of each of the vocabulary illustrations. Cut each of the photocopied illustrations in half.
Give the illustra tion halves to the students (a student may have more than one illus tration half). Say one of the vocabulary words, using
the Unit’s Sentence. The two stu dents who have the halves of the illus tration for that word, must show their halves and re peat the sentence
orally. Continue in this way until all of the vocabulary words have been reviewed. This ac tivity may be re peated more than once by
collecting, mixing and re distributing the illustration halves to the students.
• 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 the unit’s Sentence for this unit. Con tinue in this way until all of the vo cabulary words have been said a
number of times, using the unit’s Sentence.
• 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
vocabulary word/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.
• Wheel of Names
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, using 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.
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