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Tlingit-Haida-Tsimshian As A Second Language
Lesson 2
Kindergarten - Grade 3
• The Running Story
Basic Listening
Give the vocabulary illustrations to the students. Tell a running story
which contains the vocabulary words repeated a number of times.
When a student hears the vocabulary word for his/her illustration,
he/she must hold up the illustration and show it to you. Have the
students exchange illustrations periodically during the ac tivity.
• Wild Cars
Make two "roads" on the floor using masking tape. Be certain that
there are a number of curves and circles in the roads. The roads
should stretch for at least ten feet. If you have a floor rug, chalk may
be used to fashion the roads. Place a toy car at the beginning of
each road. Lay the vocabulary illustrations at the end of the roads.
Have a student sit beside each car. Name one of the vocabulary
illustrations and say "Go." The two students should "drive" their
cars along the roads as quickly as they can. The winner is the player
who first parks his car on the illustration for the vocabulary word
you said.
•Flashlight Find
Mount the vocabulary illustrations on the walls, chalkboard, win -
dows, etc. Have a student stand in the center of the classroom with
a flashlight. Say one of the vocabulary words and the student must
find the illustration for the vo cabulary word you said using the light
of the flashlight. This activity may also be conducted in team form.
In this case, have two flashlights available. Have a player from
each team stand in the center of the classroom. When you say the
vocabulary word, each player must attempt to find the correct
illustra tion with the light of his/her flashlight.
• 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.
Grade 4 - Grade 6
• The Running Story
Basic Listening
Give the vocabulary illustrations to the students. Tell a running story
which contains the vocabulary words repeated a number of times.
When a student hears the vocabulary word for his/her illustration,
he/she must hold up the illustration and show it to you. Have the
students exchange illustrations periodically during the ac tivity.
• Balloon Volleyball
Basic Speaking
Group the students into two teams. The two teams should stand,
facing one another. Toss a round, inflated balloon to the members
of Team One. The members of Team One must then bounce the
balloon to the members of Team Two. The players should con tinue
to bounce the bal loon back and forth in this way until a team loses
the balloon. You may wish to establish the rule that players may not
move their feet during the activity. When a team loses the balloon,
show them a vocabulary il lustration and all team members in that
team must say the vocabulary word for it. Repeat until players in
both teams have re sponded a number of times.
• The Disappearing Illustrations
Mount five or six illustrations on the chalkboard, vertically. Point to
the il lustration at the top and the students should name it. Con tinue
in this way until the students have named all of the illustra tions from
top to bottom. Then, remove the last illustra tion and re peat this
process - the students should say all of the vocabulary words,
including the name for the "missing" illustra tion. Continue, until all
illustrations have been removed in this way.
• Illustration Jigsaw
Cut each of the vocabulary illustrations into four pieces. Mix the cut
out pieces together and distribute them to the students (a stu dent
may have more than one illustration section). When you say "Go,"
the stu dents should attempt to match the jigsaw sections they have
to re produce the origi nal vocabulary illustra tions. When the students
put the necessary pieces of an illus tration to gether, they
should identify the illustration by its vocab ulary word. Continue until
all vocabulary il lustrations have been put to gether and named in
this way.
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