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Tlingit-Haida-Tsimshian As a Second Language
Lesson 4
Kindergarten - Grade 3
• Airplane Land
Basic Listening
Lay the vocabulary illustrations on the floor in a scattered form.
Have the students sit in a large circle around the illustrations.
Prepare two paper airplanes. Give the airplanes to the students.
Say one of the vocabulary words and the students should toss their
airplanes, attempting to land them on the illustration for the vocabulary
word you said. Repeat until all students have participated.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word. The students
should repeat the vocabu lary word for that illustration. However,
when you point to an illustration and say an incorrect 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.
• 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. Con tinue in this way until all of
the vo cabulary words have been said a number of times.
• Ping Pong Catch
Have two students stand about five feet apart. Give each student a
styro foam cup. Mount the vocabulary illustrations on the chalk -
board and number each illustration. Place a ping pong ball in one
of the player's cups. The students should then begin to toss the
ping pong ball back and forth, catching it with their cups and tossing
it from their cups. When a player loses the ball, he/she must
identify an illustration on the chalkboard for a number you call.
Repeat with other pairs of students un til all have participated.
• Airplane Land
Grade 4 - Grade 6
Basic Listening
Lay the vocabulary illustrations on the floor in a scattered form.
Have the students sit in a large circle around the illustrations.
Prepare two paper airplanes. Give the airplanes to the students.
Say one of the vocabulary words and the students should toss their
airplanes, attempting to land them on the illustration for the vocabulary
word you said. Repeat until all students have participated.
• Right or Wrong
Basic Speaking
Mount the vocabulary illustrations on the chalkboard. Point to one
of the illustra tions and say its vocabulary word. The students
should repeat the vocabu lary word for that illustration. However,
when you point to an illustration and say an incorrect 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.
• 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. Con tinue in this way until all of
the vo cabulary words have been said a number of times.
• Crayon Resist
Before the activity begins, use a white candle to make simple vo -
cabulary illustrations on a length of white mural paper. Mount the
mural paper on the chalkboard or lay it on the floor. Place two containers
of thin paint and two paint brushes beside the mural paper.
Group the students into two teams. When you say "Go," the first
player from each team should rush to the mural paper. Each player
should use one of the paint brushes and the thin paint to "wash"
the mural paper until an illustra tion is found. When the illustration is
revealed through this crayon resist process, the stu dent should
name it. Repeat until all players in each team have had an opportunity
to respond.
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