Introducing vocabulary 

The students will learn the vocabulary for making plans and preparations for a party. 

Teaching activities   

Play Clip 18.1, which introduces the vocabulary for this unit. Ask your students to observe the signing carefully and then join in with the presenters. Replay the clip several times so that the students can practise using this as a model. 

Blank out the English words on Worksheet 18.1 and write them on the board. 

Hand out copies of the altered worksheet to the students and tell them to write the English word that matches each sign under that sign. Project the original worksheet for them to verify their responses. 

Play Clip 18.1 again for the students to note the signs and compare them with the drawings of the signs on their worksheet. 

See Materials that come with this resource to download Worksheet 18.1: Vocabulary (words related to an invitation) (.pdf) 

Working in pairs 

Hand out copies of worksheet 18.1 to pairs of students. Have them take turns to ask and respond to the following question, using the list of items on the worksheet. 

What do you need?

I need a pillow.

Extending vocabulary 

Ask the students to include other vocabulary in their responses, for example, the names of clothes. Play Clip 15.1b to revise this vocabulary with the students. 

Extending the task 

Extend the task by asking the students to make a comment about the weather when they are working out whether to include a particular item of clothing. Play Clip 14.1a or Clip 14.2a to help them recall the vocabulary and sentence patterns they need for this task. 

Preparing for a party 

The students will make plans and preparations for a party. 

Teaching activities    

Play Clip 18.2. Print copies of the sentence patterns from the Unit 18 overview or project these so that the students have support as they view the clip several times. 

Practise signing sentences 

Ask the students to practise signing the sentences following the models on the clip. Pause the clip to give the students enough time to develop their signing of each of the sentence patterns modelled. Challenge them to practise their signing until they can successfully sign the sentences along with the video presenters confidently and accurately without pausing. 

Viewing a scene 

Play Scene N. Check the students’ understanding using your copy of the Scene N transcript to facilitate the discussion. 

Play the clip several times, enough for them to become familiar with the content. Ask them whether they can pick out any of the sentence patterns that they have just been learning. 

Give the students copies of the scene N transcript. Have them role-play the scene using the transcript for support. Replay the clip many times so that they can develop their signing fluency and accuracy using the model. 

See Materials that come with this resource to download Scene N transcript (.pdf) 

Working in pairs 

Arrange for the students to work in pairs. Hand out a copy of Worksheet 18.2a to one student and a copy of Worksheet 18.2b to their partner. Using their worksheets, the students complete the information gap task as directed on the worksheets. 

See Materials that come with this resource to download:  

• Worksheet 18.2a: What do I need to bring? (information to sign) (.pdf) 
• Worksheet 18.2b: What do I need to bring (writing details) (.pdf) 

Fun at the party 

The students will communicate their needs and wants. 

The students will show social awareness when interacting with others. 

Teaching activities    

Practising sentence patterns 

Play Clip 18.2b and have the students practise the sentence patterns that demonstrate social awareness when conversing with others. Print copies of the sentence patterns from the Unit 18 overview or project these so that the students have support as they view the clip several times. 

Role play: Preparation 

Play Scene T. Have the students practise role playing the scene using their copies of the Scene T transcript to guide them. Replay the scene a number of times so that they have models to follow as they develop their signing and communication skills in NZSL. 

Explain to them that that they need to keep developing their signing capability and fluency. At the same time, they need to focus on their ability to use polite language, giving appropriate responses to others in the situation they are role-playing. In this way, they will further develop their social awareness skills when interacting with others. 

See Materials that come with this resource to download Scene T transcript (.pdf) 

Roleplay play: Performance 

Arrange for them to perform their role plays either to another group or to the whole class. 

Assessing progress 

The students will assess their progress across the outcomes to be achieved. 

Teaching activities   

Discuss the Unit 18 learning outcomes with the students. Use the Unit 10 Assessment criteria and discuss how the students will complete the assessment. 

Choose a task from the following options. 

Students create their own story 

The students tell a story about the preparations they are making for a party. Give them time to prepare their stories. 

Preparing for this task may take several lessons. Remind the students about the feedback they received on their previous attempts at storytelling and how they need to consider this when preparing and telling their stories. 

Students adapt a role-play 

The students adapt the role play script from Scene T to suit their own requirements. 

Play scene T and ask the students to pick out the kinds of language that show politeness and interest. Tell them to make sure that they use this kind of language when they are interacting with others in NZSL. 

Preparing and presenting a role play 

Props 

When the students are ready, make sure they have any props they need. For example, they might use a desk to represent a barbecue, or they could use drawings to give added meaning to what they are trying to communicate using NZSL. 

Present, watch, feedback, feed forward 

Record their performances for assessment purposes and compare them with their earlier efforts at storytelling or role playing to see how they have improved and what specific areas they need to focus on to make further improvements. 

This process takes account of individual differences in learners and gives them the specific feedback they need to improve their personal knowledge, skills, and performance.