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Tlingit-Haida-Tsimshian As A Second Language
Lesson 4
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.
• 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.
• Match My Half
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.
• 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.
• Match My Half
Cut the vocabulary illustrations in half. Keep one half of each il -
lustration and give the remaining halves to the students. Hold up
one of your illustra tion halves. The student who has its matching
half must show his/her half and say the vocabulary word for the
illus tration. Repeat this pro cess until all students have responded.
• Bombs Away!
Cut the vocabulary illustrations in half. Keep one half of each il -
lustration and give the remaining halves to the students. Hold up
one of your illustra tion halves. The student who has its matching
half must show his/her half and say the vocabulary word for the
illus tration. Repeat this pro cess until all students have responded.
• Bombs Away!
Group the students close together in the center of the classroom.
Make a masking tape line around the group of students. Toss a
round, in flated balloon into the air above the students. The object
of the ac tivity is for the students to avoid being touched by the balloon
as it lands. The stu dents should not move outside of the masking
tape line. When a student is touched by the balloon, he/she
must then identify a vocabulary illustration you show him/her or,
he/she must repeat a sen tence that you said at the be ginning of the
round. Repeat until all students have participated.
Group the students close together in the center of the classroom.
Make a masking tape line around the group of students. Toss a
round, in flated balloon into the air above the students. The object
of the ac tivity is for the students to avoid being touched by the balloon
as it lands. The stu dents should not move outside of the masking
tape line. When a student is touched by the balloon, he/she
must then identify a vocabulary illustration you show him/her or,
he/she must repeat a sen tence that you said at the be ginning of the
round. Repeat until all students have participated.
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