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Tlingit-Haida-Tsimshian As A Second Language Lesson 4 Kindergarten - Grade 3 Basic Listening Grade 4 - Grade 6 Basic Listening • Hop The Line Make a masking tape line on the floor. Have the students stand on the line - their toes touching the masking tape line. Have the stu dents listen for a spe cific word or sentence. Say a number of other words or sentences - eventually repeating the word or sentence you said at the beginning of the round. When the students hear that word or sentence, they must hop to the other side of the line. When the students hop to the other side of the line, they should then turn around and place their toes on the line once again. Repeat this pro cess using a number of different vocabulary words or sentences. • 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 Cups • Hop The Line Make a masking tape line on the floor. Have the students stand on the line - their toes touching the masking tape line. Have the stu dents listen for a spe cific word or sentence. Say a number of other words or sentences - eventually repeating the word or sentence you said at the beginning of the round. When the students hear that word or sentence, they must hop to the other side of the line. When the students hop to the other side of the line, they should then turn around and place their toes on the line once again. Repeat this pro cess using a number of different vocabulary words or sentences. • 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 Cups 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. 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. 27
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. Have the students use the Unit Sentence in their responses. • Spin The Bottle Tlingit-Haida-Tsimshian As A Second Language Lesson 4 Group the students in a circle. Place a bottle on the floor in the centre of the circle. Place the sight words on the floor. Have a student spin the bottle. When the bottle stops, the student it is pointing towards must find a sight word for a vocabulary illustration that you show (don’t say the word). Repeat. • Sight Word Bingo Provide each student with a copy of the Sight Word Bingo stencil, from the back of this Unit. The students should cut the sight words from their copies of the sten cil. When the students have cut out their sight words, each stu dent should lay all of the sight words but one, face down on his/her desk. Say a sight word. Any student or students who have that sight word face up on their desks should show the sight word to you. Then, those sight words should be placed to the side and other sight words turned over in their place. Continue in this way until a student or stu dents have no sight words left on their desks. This activity may be repeated more than once by col lecting, mixing, and redis tributing the sight words to the students. • Deal! Before the activity begins, obtain two decks of playing cards. Give all of the cards from one deck to the students (if possible, ar range it so that all students have the same number of cards). Mount the sight words on the chalkboard. Hold a playing card from the other deck of cards against one of the sight words on the chalkboard. The student who has the matching playing card must identify the sight word. When the student has done this correctly, he/she should place that playing card to the side. Continue in this way until a student or students have no playing cards left in their hands. • Activity Sheet(s) Refer to the Student Support Materials for Sight Recognition activity sheets. 28
Page 1 and 2: Learning Our Tlingit, Haida and Tsi
Page 3: Credit Page Tlingit Language Specia
Page 6 and 7: Unit 8 Types of Clothing 141-160 Un
Page 8 and 9: As more language goes into the chil
Page 10 and 11: For the language learners in grades
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Page 15: UNIT 1 Parts of My Body
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Page 41: UNIT 2 My Family
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Grade 7 - Grade 12 Introduce the un
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