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 4<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 />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word. The students<br />
should repeat the vocabu lary word for that illustration. However,<br />
when you point to an illustration and say an incorrect vocabulary<br />
word for it, the students should remain silent. Repeat this process<br />
until the stu dents have re sponded a number of times to the dif ferent<br />
vocabulary illustrations.<br />
• Flashlight Name<br />
Mount the vocabulary illustrations on the chalkboard and the walls<br />
of the class room. Darken the classroom as much as possible. Use<br />
a strong flash light to direct the students' attention to one of the illustrations.<br />
The students should iden tify the illustration which is illuminated<br />
by the light of the flashlight. Con tinue in this way until all of<br />
the vo cabulary words have been said a number of times.<br />
• Match My Half<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 />
• Right or Wrong<br />
Basic Speaking<br />
Mount the vocabulary illustrations on the chalkboard. Point to one<br />
of the illustra tions and say its vocabulary word. The students<br />
should repeat the vocabu lary word for that illustration. However,<br />
when you point to an illustration and say an incorrect vocabulary<br />
word for it, the students should remain silent. Repeat this process<br />
until the stu dents have re sponded a number of times to the dif ferent<br />
vocabulary illustrations.<br />
• Flashlight Name<br />
Mount the vocabulary illustrations on the chalkboard and the walls<br />
of the class room. Darken the classroom as much as possible. Use<br />
a strong flash light to direct the students' attention to one of the illustrations.<br />
The students should iden tify the illustration which is illuminated<br />
by the light of the flashlight. Con tinue in this way until all of<br />
the vo cabulary words have been said a number of times.<br />
• Match My Half<br />
Cut the vocabulary illustrations in half. Keep one half of each il -<br />
lustration and give the remaining halves to the students. Hold up<br />
one of your illustra tion halves. The student who has its matching<br />
half must show his/her half and say the vocabulary word for the<br />
illus tration. Repeat this pro cess until all students have responded.<br />
• Bombs Away!<br />
Cut the vocabulary illustrations in half. Keep one half of each il -<br />
lustration and give the remaining halves to the students. Hold up<br />
one of your illustra tion halves. The student who has its matching<br />
half must show his/her half and say the vocabulary word for the<br />
illus tration. Repeat this pro cess until all students have responded.<br />
• Bombs Away!<br />
Group the students close together in the center of the classroom.<br />
Make a masking tape line around the group of students. Toss a<br />
round, in flated balloon into the air above the students. The object<br />
of the ac tivity is for the students to avoid being touched by the balloon<br />
as it lands. The stu dents should not move outside of the masking<br />
tape line. When a student is touched by the balloon, he/she<br />
must then identify a vocabulary illustration you show him/her or,<br />
he/she must repeat a sen tence that you said at the be ginning of the<br />
round. Repeat until all students have participated.<br />
Group the students close together in the center of the classroom.<br />
Make a masking tape line around the group of students. Toss a<br />
round, in flated balloon into the air above the students. The object<br />
of the ac tivity is for the students to avoid being touched by the balloon<br />
as it lands. The stu dents should not move outside of the masking<br />
tape line. When a student is touched by the balloon, he/she<br />
must then identify a vocabulary illustration you show him/her or,<br />
he/she must repeat a sen tence that you said at the be ginning of the<br />
round. Repeat until all students have participated.<br />
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