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