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Tlingit-Haida-Tsimshian As a Second Language Lesson 4 Kindergarten - Grade 3 Basic Listening Grade 4 - Grade 6 Basic Listening • Stare Have two students stand, facing one another. Mount the vocabu lary illustra tions on the chalkboard and number them. The object of the activity is for the two students to look at each other without laughing. The first student to laugh must then identify a vocabulary illustration by a number from the chalkboard. If both students laugh, then both stu dents must identify a vocabulary illustration or illustrations for the numbers you say from the chalkboard. Re peat with other pairs of students. • 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. • Under the Bridge Have two students stand facing one another with hands clasped. The two students should raise their hands above their heads to resemble the arch of a bridge. Have the remaining students line up in a straight line. The students should file "under the bridge" in single file. When you clap your hands, the two students should lower their hands, trapping one of the students "on the bridge." The student who is trapped should then identify a vocabulary illus tration you show him/her. Repeat. • Centered Speaker Group the students into two teams of equal numbers. The two teams should stand, facing one another, about ten feet apart. There should be one student standing between the two teams as IT for the first round of the activity. Give each player in Team One a number. Then, give each player in Team Two a number. The numbers you give the players should be "scattered" so that, for ex ample, number One in each team is not di rectly opposite one an other. Call a number. The two players from the teams who have that number must then exchange places as quickly as possible. However, IT must attempt to reach one of the vacated posi tions before the other player arrives. The player who is "stuck in the middle" must then identify a vocabu lary illustration you show him/her. To add spice to this activity, when you call a number, all students in each team may pretend to run. In this way, IT will not be as certain as to which players are exchanging places. Repeat. • Stare Have two students stand, facing one another. Mount the vocabu lary illustra tions on the chalkboard and number them. The object of the activity is for the two students to look at each other without laughing. The first student to laugh must then identify a vocabulary illustration by a number from the chalkboard. If both students laugh, then both stu dents must identify a vocabulary illustration or illustrations for the numbers you say from the chalkboard. Re peat with other pairs of students. • 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. • Under the Bridge Have two students stand facing one another with hands clasped. The two students should raise their hands above their heads to resemble the arch of a bridge. Have the remaining students line up in a straight line. The students should file "under the bridge" in single file. When you clap your hands, the two students should lower their hands, trapping one of the students "on the bridge." The student who is trapped should then identify a vocabulary illus tration you show him/her. Repeat. • Centered Speaker Group the students into two teams of equal numbers. The two teams should stand, facing one another, about ten feet apart. There should be one student standing between the two teams as IT for the first round of the activity. Give each player in Team One a number. Then, give each player in Team Two a number. The numbers you give the players should be "scattered" so that, for ex ample, number One in each team is not di rectly opposite one an other. Call a number. The two players from the teams who have that number must then exchange places as quickly as possible. However, IT must attempt to reach one of the vacated posi tions before the other player arrives. The player who is "stuck in the middle" must then identify a vocabu lary illustration you show him/her. To add spice to this activity, when you call a number, all students in each team may pretend to run. In this way, IT will not be as certain as to which players are exchanging places. Repeat until many students have re - sponded to the vocabu lary illustrations. 307
Tlingit-Haida-Tsimshian As a Second Language Lesson 4 Grade 7 - Grade 12 Basic Reading Sight Recognition Introduce the sight words to the students. Match the sight words with the vocabulary illustrations. When all of the sight words have been introduced, begin the Sight Recognition activities. Use the Unit’s Sentence with the sight words. • Running Story Mount the sight words on the chalkboard. Tell a "running story" to the students. As the vocabulary words are called for in the story, point to them on the chalkboard. The students should say the words as you point to the sight words. Repeat this process until all of the sight words have been said a number of times by the students. • Lucky Squares Mount a set of sight word cards on the chalkboard. Before the activity begins, prepare a page that has a sight word printed across the top. Draw columns for each letter of the sight word. Then, draw horizontal lines across the form to create boxes. Provide each student with a copy of the page. Each student should then copy a sight word in each of the blank boxes of the out line (the students will have to write "small" ver sions of the sight words). When the students have done this, provide each student with a num ber of markers. Call a letter from the word at the top of the form and then say the name of a sight word. The students should look for that letter and then they should look at the column be neath it to see if the sight word you named is there. If a student has the sight word you said in a box in that column, he/she should place a marker on it. Continue in this way until a student or students have a horizontal, vertical, or diagonal line of markers on their forms. Students who have created a line of markers in this way must then identify all of the sight words in the line. You may wish to have the students ex change forms for each new round of the game. • Overhead Run-On Before the activity begins, write all of the sight words on an overhead transparency - leaving no spaces between the words. You may wish to add "nonsense" letters between the words. Place the transparency on an overhead projector, facing the chalkboard. The words should be projected onto the chalkboard. Have two students stand beside the chalkboard. Say a different sight word to each of the two students. They should then use chalk to circle the sight words on the chalkboard. Repeat with other pairs of students until all of the sight words have been identified in this way. • The Disappearing Word Mount all of the sight words on the chalkboard. For added motiva tion, you may wish to prepare an extra set of sight word cards to add to those on the chalkboard. Have the students look carefully at the sight words. Then, the students should close their eyes. When the stu - dents' eyes are closed, remove one of the sight words from the chalkboard. Have the students open their eyes and identify the missing word. Re peat this process until all of the sight words have been re moved from the chalk board and identified in this way. • Activity Sheet Select an activity sheet from the Student Support Materials. Provide each student with a copy of the activity page. 308
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Learning Our Tlingit, Haida and Tsi
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