Learning to express colour
The students will learn to sign some colours and will use colour vocabulary to extend the descriptions of their homes.
Flashcards
Make flashcards of the colours in the Unit 8 vocabulary list:
| BEDROOM
| BIG
| COOL
| HOME
| KITCHEN
| LOUNGE
| SHOWER
| SMALL
| TOILET
| TV (TELEVISION)
|
| COLOUR
| LIGHT
| DARK
| BLACK
| BLUE
| BROWN
| GREEN
| RED
| WHITE
| YELLOW
|
Use coloured card cut to the required size and glue photocopies of the NZSL signs to the back.
Collect items in the classroom that match the colours you are introducing. You may need to plant some items around the classroom to extend the range of colours before the lesson starts.
Signing colours
Play Clip 8.1b: Colours several times. Have the students sign the colours along with the presenters. Then challenge them to sign each colour as you point to an item or show a flashcard.
Hand out copies of Worksheet 8.3: What colour is it?. Have the students colour the frames of the colour signs to match the colour they represent. Doing this will give them an explicit link between the sign and its meaning. Play clip 8.1b again to reinforce this link.
Sentence patterns
Play Clip 8.2b: What is your favourite colour?. The students now practise the sentence patterns along with the presenters. They already have a copy of the Unit 8 sentence patterns to refer to.
Organise the students into groups. They take turns to present a description of their homes to the group, using their sketch plans to show where the rooms are. Their descriptions should include colours, for example:
| The kitchen is white and blue. KITCHEN IX-loc, WHITE BLUE
|
Those viewing the presentation write down the colours and features described. Then they check with the presenter to see whether they have recorded the information correctly. Each correct response gains a point. The winner is the student with the most points at the end.
Ending the lesson
Play Scene O – Let's go shopping and Scene P – What a bargain!. Although the context here is shopping, challenge the students to focus on the colours they have been learning, as well as the thinking processes and techniques they’ve been experimenting with, to make meaning of words, sentences, and whole sections of the dialogue.
Use the Scene O transcript and the Scene P transcript to lead your questioning and to confirm their responses.
