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Tlingit-Haida-Tsimshian As a Second Language
Lesson 2
Grade 7 - Grade 12
Basic Listening
• Matching Halves
Cut each of the vocabulary illustrations in half. Mix all of the halves together and distribute them to the students. Say a vocabu lary word.
The two stu dents who have the halves for the illustration that goes with the vocabulary word you said, should show their halves. You may
have the students ex change illustration halves pe riodically during this activity.
Basic Speaking
• Right or Wrong
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.
• Your Number Is Up!
Provide each student with ten blank flashcards. Each student should then write one number on each of his/her cards, using the num bers
zero to nine - one number per card. When the students' number cards are ready, they should turn their cards over on their desks (face
down). Then, each student should turn one card face up. Call a number between zero and nine. Any stu dent or students who have that
number face up on their desks must iden tify a vocabulary illus tration you point to. Then, those number cards should be placed to the side
and other number cards turned over. The winner or win ners of this activity are those stu dents who have no number cards left on their
desks.
• Flashlight Encode
Prepare a photocopied set of the vocabulary illustrations. Cut each of the photocopied illustrations in half. Mix all of the halves to gether
and mount them on the chalkboard, in a scattered form. Stand some distance from the chalkboard with two flashlights. Shine the two flash -
lights on two illustration halves. If the two halves illuminated by the flashlights represent a vocabulary illus tration, the students should iden -
tify it orally. However, if the two halves do not go together to rep resent a vocabu lary illustration, the students should remain silent. Re peat
this process until all vo cabulary illustrations have been identified in this way.
• Out of Order
Stand the vocabulary illustrations in the chalkboard ledge. The students should look carefully at the sequence of illustrations. Then, have
the stu dents close their eyes. Switch the order of two of the illustrations. The stu dents should then open their eyes and identify (orally) the
two illustrations which were re-arranged. This activity may also be done in team form.
• Being Lippy
Stand in front of the students. Move your lips to say a vocabulary word. The students should watch your lips carefully and then repeat the
vocabulary word. Depending upon the readi ness of your students, you may wish to use complete sentences for this activity. This activity
may also be done in team form. In this case, the first player in each team must attempt to repeat the word/sentence that you "lipped." The
first player to do this cor rectly wins the round. Repeat until all players have partici pated.
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