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Activity 14.1

Activity 14.1

Learning vocabulary and aspects of Deaf culture

The students will learn vocabulary to describe the weather. They will also learn about how Deaf people access information provided by the visual media.

To prepare for this activity, either record a television weather report or provide access to one.

Introduce vocabulary
Blank out the English words on a copy of Worksheet 14.1 (Weather vocabulary) and number the pictures.

Project the altered worksheet and write the list of English words on the board. Ask the students to work in pairs to match the English words with the numbered pictures as they view Clip 14.1a (Weather words).

Afterwards, find out which signs they can remember from the viewing by showing flashcards you have made by enlarging the weather illustrations on Worksheet 14.2 (Describing the weather) and photocopying these onto card.

Play Clip 14.1a several times so that the students can practise signing the new vocabulary. Project the altered worksheet again and have the students repeat the matching task. Ask how many have changed their matches. Hand out copies of worksheet 14.1 so that they can check their matches.

Subtitles and captions
Ask the students whether they have seen subtitled or captioned movies and television programmes. Make sure that they know what these terms mean.

If you can provide access to the Internet, have the students find the web link of a major television provider and search their site for "captioned programmes" or services generally that they provide to Deaf and hearing-impaired people.

Ask them to find a symbol that is used to indicate captioned programmes in television programme listings in magazines, in newspapers, and on-line.

  • Are all programmes captioned?
  • Does the weather forecast have or need captions?
  • How are the captions accessed on a television set?

Discuss what they find out.

Play the television weather report you recorded or access one on the Internet, and this time, play it with the sound turned off.

Review what's been learnt
Find out from the students how much they can understand with the sound turned off and what helps them in their understanding. Discuss the use of visual data that helps viewers make meaning. Do they need the spoken text to access the weather report? What problems do they encounter when viewing other programmes?

Suggest that they watch a captioned programme with the sound turned off. If you have recorded such a programme, play it to your class and discuss how they experience the process of "turning off" their ears and using their eyes to make meaning.

There are no related objects.

There are no related objects.

Name Class Section
Document Worksheet 14.1 Worksheet 1
Document Worksheet 14.2 Worksheet 1

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