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Unit 16 – THINGS BUY Buying things

Clip 16.1b

Duration: 00:01:08

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Video description

Vocabulary

Learning the numbers from 31 to 99

The students will learn to sign the numbers from 31 to 99.

Use the number flashcards you developed for Units 1, 2, and 5 to review the numbers to 30 with the students. Show the flashcards in sequence, in random sequence, and in different number combinations to help them recall their learning by signing each number as they see it. Play clip 1.1b, clip 2.1c, and clip 4.1b so that they can practise their signing along with the presenters.

If needed, select some activities from earlier units to help the students develop their number signing fluency. For example, see activity 5.2.

Have the students work out the number signing sequence for the numbers from one to 99 from the information available to them. Now play clip 16.1a so that they can check their thinking. Have them practise signing the numbers. They can work in pairs and make up their own number sequences to develop their signing fluency. Hand out worksheet 16.1 for their reference.

Play scene O and scene P, which the students viewed in Unit 15. Ask them to focus on the numbers that are signed and to identify what these are. Now play scene P again. Ask the students to pick out the dollar amounts in this scene. Show the scene again so that they can check the amounts. Have them note where these occur in the scene. The scene P transcript will help you to respond to the students’ guesses and questions.

Lead a discussion with your students based on the following information:

Issues around the accuracy of transactions involving money are important for all consumers, not just Deaf people. However, it can sometimes be difficult for Deaf people to know with any confidence exactly how much they have to pay if the total is not clearly displayed. When shops used mechanical tills, it was easier for Deaf people to see the total displayed in the "pop-up" numbers at the top of the till. In shops where "till" amounts are not in full view, problems can arise for both the shop assistant and the Deaf person when communicating about amounts. Supermarkets are an exception because the amount due for each item is scanned and is then usually visible to the customer, who can see incorrect prices and missing discounts.

Ask your students to observe how money transactions are handled when they are shopping. Encourage them to share their observations with the other students so that everyone can reflect on what they observe in terms of the needs of Deaf and hearing-impaired people.

Play clip 16.1b, in which the vocabulary for the unit is introduced. Have the students practise the vocabulary along with the presenters and then with each other. Replay the clip several times. In this way, they will develop their signing accuracy and fluency following the model. The sign for MONEY is the same sign as for HOW-MUCH, but they are mouthed differently. HOW-MUCH also uses the wh non-manual signal.

Hand out worksheet 16.2 for their reference and encourage them to practise signing the numbers from one to 99 and the new vocabulary to help them to build their fluency and confidence.

  • O

    Let's go shopping

    Duration: 00:01:02

  • P

    What a bargain!

    Duration: 00:01:27

How much is it?

The students will ask about and will express costs.

Play clip 16.2b and have the students practise the patterns along with the presenters. Give the students copies of the sentence patterns from the Unit 16 overview to add to their resource base.

Play scene P. Explain that dollar amounts can be emphasised in signing to indicate scale and intensity. Ask them whether they noticed how Ella signed the dollar amount when she said:

Forty dollars for two! Cheap!

TWO 40 DOLLAR, CHEAP

The sign YOU-all includes more than two persons. The index handshape sweeps in a closed circling motion or in an outwards arc to include the intended persons.

To help your students to see more of how NZSL is used in the context of shopping, play scene K. This is the scene in which the group is in a fruit shop buying food for a picnic. Again, help your students to observe how feelings are expressed around costs. For example, ask them to note how Charles indicates his sense of relief when he says:

Three dollars. That's cheap! I can afford that!

3 DOLLAR CHEAP, IX-me AFFORDnod

Project the scene K transcript or the scene P transcript on a screen or hand out copies. As the students view the scenes, they can verify for themselves what is being communicated and identify the features you’ve asked them to notice.

Have the students practise role-playing one or both scenes. Play the scenes many times to ensure that they have a good model to follow as they develop their fluency in role-playing these situations.

  • K

    Food to go

    Duration: 00:01:02

  • P

    What a bargain!

    Duration: 00:01:27

Describing things and expressing quantity

The students will describe things and express quantity.

Play clip 16.2a. Ask the students to work in pairs to practise the sentence patterns to develop their fluency.

Have a round robin activity. The first student signs "I went to the shop". The whole class signs "What did you buy?". The student responds with something like "I bought a T-shirt". Continue this sequence, moving around the class.

If a student repeats an item that has already been mentioned, they are out. Tell them that they can make an item different by adding a colour, quantity, or size.

I went to the shop.

IX-me GO SHOP

What did you buy?

IX-you BUY WHATwhq

I bought a shirt.

SHIRT IX-me BUYnod

 

Pair work: Hand out both copies of worksheet 16.3, Section A and Section B, to each pair, for an information gap task.

The students who have section A ask their partners for the information that is missing from their section. They write the information down in the gaps on their worksheet. Then the students with section B repeat this process to obtain the information they need for their section. The students then compare their sections to check the accuracy of their entries.

Using the same information, the students make up dialogues that include describing the items, asking about costs, expressing their feelings, and making a purchase.

Assessing progress

Your students will perform role-plays to demonstrate their ability to communicate about costs and quantity when they are describing and buying things.

Choose whether the students are to perform their dialogues to other groups or to the whole class. Have them use the assessment criteria from Unit 10 and agree on the process to be used.

Provide a fairly authentic context by setting up a "shop" with props. The props could include real items or pictures of the items for sale.

Discuss how your students feel they are progressing and what they still need to practise. Repeat some of the tasks used in previous activities if necessary. Play scene P and scene K several times so that the students continue to have opportunities to see NZSL being used in context.

Give the students time to prepare their role-plays and to practise them.

Tell your students that they are to work out the items being bought and their costs as they watch each role-play. At the end of each performance, have them check their comprehension with the presenters.

The students present their role-plays. Complete the assessment process you agreed on. Ensure that all the students receive some feedback on their progress and that they know what to focus on individually in order to progress their learning.

  • K

    Food to go

    Duration: 00:01:02

  • P

    What a bargain!

    Duration: 00:01:27

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