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Tlingit-Haida-Tsimshian As a Second Language
Lesson 5
Kindergarten - Grade 3
Introduce the Sentence for this unit.
Be certain that the students understand
the meaning of the structure.
Use the unit’s Sentence in the following
activities.
• Same or Different
Basic Listening
Provide each student with two blank flashcards. Each student
should then make a checkmark on one of his/her cards and an "X"
on the other card. When the students' cards are ready, say the
unit’s Sentence two times, with the same vocabulary words OR
with different vocabulary words. If the two sentences are exactly
the same, the students should hold up their check mark cards.
However, if the vocabulary words are different in the sentences, the
students should hold up their "X" cards.
Basic Speaking
• The Revealing Illustration
Mount the vocabulary illustrations on the chalkboard. Have the stu -
dents close their eyes. Cover one of the illustrations with a sheet of
construc tion paper. The students should then open their eyes as
you very slowly reveal a por tion of the illustration. When a student
or students feel that they can name the vocabulary illus tration, they
should do so. This activ ity may also be done in team form. In this
case, the first player in each team should attempt to identify the vo -
cabulary illustration as you slowly uncover it. The first player to cor -
rectly identify the vocabulary illustra tion, wins the round.
• Slip String
Grade 4 - Grade 6
Introduce the Sentence for this unit.
Be certain that the students understand
the meaning of the structure.
Use the unit’s Sentence in the following
activities.
• Same or Different
Basic Listening
Provide each student with two blank flashcards. Each student
should then make a checkmark on one of his/her cards and an "X"
on the other card. When the students' cards are ready, say the
unit’s Sentence two times, with the same vocabulary words OR
with different vocabulary words. If the two sentences are exactly
the same, the students should hold up their check mark cards.
However, if the vocabulary words are different in the sentences, the
students should hold up their "X" cards.
Basic Speaking
• The Revealing Illustration
Mount the vocabulary illustrations on the chalkboard. Have the stu -
dents close their eyes. Cover one of the illustrations with a sheet of
construc tion paper. The students should then open their eyes as
you very slowly reveal a por tion of the illustration. When a student
or students feel that they can name the vocabulary illus tration, they
should do so. This activ ity may also be done in team form. In this
case, the first player in each team should attempt to identify the vo -
cabulary illustration as you slowly uncover it. The first player to cor -
rectly identify the vocabulary illustra tion, wins the round.
• Slip String
Mount the vocabulary illustrations on the chalkboard. Join all of the
students to gether with a long length of string. Before tying the ends
of the string to gether, insert a roll of tape over one end of the string
(a large "washer" can also be used). Then, tie the ends of the string
together. Face away from the students. The stu dents should then
pass the roll of tape as quickly as possi ble along the string. When
you clap your hands, the student who is holding the roll of tape,
must identify (orally) a vocabulary illustration you point to, using the
unit’s Sentence. For added motivation, you may wish to place more
than one roll of tape (or washer) on the line of string. Re peat until
many students have re sponded.
Mount the vocabulary illustrations on the chalkboard. Join all of the
students to gether with a long length of string. Before tying the ends
of the string to gether, insert a roll of tape over one end of the string
(a large "washer" can also be used). Then, tie the ends of the string
together. Face away from the students. The stu dents should then
pass the roll of tape as quickly as possi ble along the string. When
you clap your hands, the student who is holding the roll of tape,
must identify (orally) a vocabulary illustration you point to, using the
unit’s Sentence. For added motivation, you may wish to place more
than one roll of tape (or washer) on the line of string. Re peat until
many students have re sponded.
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