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Unit 18 – PARTY READY Preparing for a party

Scene T – Who's cooking?


Where are the matches? I bought a new box.

Here. Sorry, my fault.

I forgive you. Where's the meat?

Here. Sausages, steak, bacon.

Great, I love bacon. You're doing the BBQ!

Have you seen Ben?

Yes, he's outside cooking dinner.

Does he need any help?

Why don't you go outside and ask him?

Excuse me, why aren't you doing the BBQ?

Don't worry, it's all sorted.

Is there a birthday cake? I love cake!

It's in the kitchen. It's a surprise.

Can I have a look?

Come on, I'll show you.

(to Ben) Where are you going? I need help!

(grinning) Sorry, I'm helping Zoe.

Introducing vocabulary

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

Play Clip 18.1 (Words related to an invitation), 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 (words related to an invitation) 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.

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: Clothing 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 (Weather words) or Clip 14.2a (What will you do today?) 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.

Play Clip 18.2: Do you want to go to a party?. 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 – We're having a party!. 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.

Working in pairs
Arrange for the students to work in pairs. Hand out a copy of Worksheet 18.2a (What do I need to bring?) to one student and a copy of Worksheet 18.2b (writing details) to their partner. Using their worksheets, the students complete the information gap task as directed on the worksheets.

Fun at the party

The students will show social awareness when interacting with others.

Practising sentence patterns
Play Cip 18.2b: Can you please help me? 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 – Who's cooking?. 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.

Role-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.

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 take this into account when preparing and telling their stories.

Students adapt a role-play

The students adapt the role-play script from Scene T – Who's cooking? 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

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 in order 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.

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