1. Review of lessons 4, 5, 6.

Vary procedure of identification drills. A large scene picturing the beach may be used.
If school is near a beach area, the lesson could very well be taught outdoors.

2. Identity statements answering question:

__________ akwé? Is that a _________?

Pattern:

__________ akwé? Is that a __________?

Aaa. Yes.

__________ awé. That is a __________.

Procedure: Substitute nouns in blanks.

Teacher: Aas akwé? Is that a tree?

Aaa. Yes.
Aas awé. That is a tree.

éil' Éil' akwé? Is that the ocean, salt water?

Aaa. Yes.
Éil' awé. That is the ocean.

yaakw Yaakw akwé? Is that a large canoe?

Aaa. Yes.
Yaakw awé. That is a large canoe.

héen Héen akwé? Is that water?

Aaa. Yes.
Héen awé. That is water.

káa Káa akwé? Is that a man?

Aaa. Yes.
Káa awé. That is a man.

kéet Kéet akwé? Is that a killerwhale?

Aaa. Yes.
Kéet awé. That's a killerwhale.

shaltláax Shaltláax akwé? Is that a large rock?

Aaa. Yes.
Shaltláax awé. That's a large rock.

kéidladee Kéidladee akwé? Is that a seagull?

Aaa. Yes.
Kéidladee awé. That is a seagull.

eech Eech akwé? Is that a reef?

Aaa. Yes.
Eech awé. That is a reef.

éek Éek akwé? Is that the beach, tideland?

Aaa. Yes.
Éek awé. That's the beach.

To avoid monotonous repetition the teacher should point to various objects other than the one she is naming. Then the child's correct response should be:

Tléik' No

Other variations:

Teacher point to object and children ask and answer questions about the object. Any one or all the drills learned may be used.

If the teacher speaks Tlingit, and the children show eagerness to develop a larger vocabulary, don't hesitate to substitute other identity words (nouns). But do insist that children say for themselves any new vocabulary developed. Essentially the value of these oral vocabulary drills is realized only when the learner both listens to and speaks the language himself.