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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
• Roll 'Em Again Sam
Provide each student with two flashcards. Each student should then write a number between 1 and 6 on each of his/her cards - one num -
ber per card. When the students' number cards are ready, toss two dice. Call the two numbers showing on the dice. Any student or stu -
dents who have those two numbers on their number cards must then find a vocabulary illustration you name, using the unit’s Sentence
(you may wish to have the vocabulary illustrations mounted on the chalk board and numbered, for easy identification). The students may
change number cards after each round of the activity.
Basic Speaking
• 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, using the Unit’s Sentence. Then, call upon individual students to say those vocabulary words in
the Unit’s Sentence. This activity may also be done in team form.
• 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 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.
• Visual Memory
Mount the vocabulary illustrations on the chalkboard. The stu dents should look carefully at the illustrations. Then, have the students close
their eyes. Re move one of the illustrations from the chalkboard and place it to the side. The students should then open their eyes and
identify the "missing illustration," using the unit’s Sentence. Continue in this way until all of the illustrations have been removed. An other
way to conduct this ac tivity is to do the reverse In this case, prepare two or three extra sets of vocabulary illustra tions. Mount a number
of illustrations on the chalkboard. The students should look carefully at the illustra tions. Then, have the students close their eyes. Add
another illus tration to the chalkboard. The students should open their eyes and identify the "new illustration," using the unit’s Sentence.
This activity (and the previ ous form of the activity) may be done in team form. In this case, the first player to identify the new or missing
illus tration wins the round.
• Colander
Before the activity begins, obtain sheet of construction paper equal in size to the size of your vocabulary illustrations. Use a sin gle hole
punch to punch holes in the construction paper sheet. Place the construction paper sheet over one of the vocabulary il lustrations. Hold
the construc tion paper sheet and vocabulary il lustration up so that the students can see them. The stu dents should attempt to identify the
vocabulary illus tration from the parts they can see through the holes in the construc tion paper, using the unit’s Sentence. The first student
to do this correctly, wins the round. This activity may also be done in team form. In this case, the first player to correctly identify the vocabu -
lary illus tration wins the round.
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