Unit 11 - AWESOME ANIMALS Awesome animals
Curriculum link: levels 1 and 2 of The New Zealand Curriculum
In this unit, your students will identify, ask about, and describe animals.
- name animals
- describe animals
- ask about animals.
The assessment criteria are based on the curriculum achievement objectives for learning languages at levels 1 and 2. These criteria measure the students’ ability to communicate in NZSL.
ANIMAL, BIG, BIRD, CARROT, CAT, CHEEKY, CLEVER, COW, DOG, EAR, FAT, FISH, FURRY, GREEDY, PIG, HORSE, LAMB, SMALL, MOUSE, RABBIT, SHEEP, SOFT, STRONG, THIN
Descriptive classifiers; adverbial inflection
Do you have any pets?
[Gloss: IX-you HAVE ANIMAL; Non-manual signal: y/n q]
Yes, I have a rabbit.
[Gloss: IX-me HAVE RABBIT; Non-manual signal: nod]
What's your pet like?
[Gloss: YOUR ANIMAL TRAIT WHAT; Non-manual signal: whq]
It's grey and white and soft.
IX-it GREY WHITE SOFT
It likes to eat carrots.
IX-it LIKE EAT CARROT
It's got long ears.
(animal) IX-it HAVE CL: long-ears
My cat is brown and fat.
MY CAT IX-it BROWN FAT
It sleeps on my bed every day.
EVERYDAY IX-it IX-me BED SLEEP IX-it
It likes to play.
IX-it LIKE PLAY
What's your favourite animal?
[Gloss: IX-you FAVOURITE ANIMAL WHAT; Non-manual signal: whq]
What animal don't you like?
[Gloss: IX-you DON'T-LIKE ANIMAL WHICH; Non-manual signal: whq]
Clip 11.1a Vocabulary
Clip 11.1b Vocabulary
Clip 11.2a Sentence patterns
Clip 11.2b Sentence patterns
Clip 1.1c Vocabulary
Scene R Taking a break
Activity 11.1 Learning vocabulary and aspects of Deaf culture
Activity 11.2 Describing animals
Activity 11.3 Completing a class survey
Activity 11.4 Assessing progress
Worksheet 11.1 Vocabulary
Worksheet 11.2 Animal bingo
Worksheet 11.3 Descriptive vocabulary
Worksheet 1.3 The fingerspelling alphabet