Basic greetings in NZSL
The students will learn basic greetings in NZSL.
Scene A
Before starting this activity, show Scene A – Ben comes to visit, which shows people greeting each other using NZSL. Afterwards, discuss with the students what they noticed and how they felt. Ask them to make comparisons and connections with the way people greet each other in their own culture(s).
Play scene A again for the students to deepen their observation.
Explain to the students that wh-questions and yes/no questions both involve facial grammar and subtle body movements. Also explain that they will need to practise these features until they become automatic. Clip 0.7: Non-manual signals, question forms provides an explanation of these features.
Clip 1.1a
Show Clip 1.1a: Basic Greetings and ask the students to observe the signing closely as they learn the vocabulary, in particular, the way the hands and faces convey meaning. Students can also focus on how the dominant hand is used (Clip 0.3: Dominant hand).
Encourage them to have a go at signing along with the presenters so that they get used to moving their hands, faces and bodies in new ways to communicate with others without using voice.
Worksheet 1.1: Basic Greetings
Hand out "Worksheet 1.1", which is vocabulary list for Unit 1. Students can use this for their reference as they learn basic greetings.
In pairs, have the students make up short dialogues in which they greet and respond to each other. Ask them to use suitable cultural behaviours as they engage with the task such as:
- tapping a person’s shoulder or arm to get their attention when not in face-to-face contact
- taking turns in the conversation, with only one person signing at a time, because the watcher cannot focus on both signers simultaneously
- turning their chairs to face each other and making sure that they can see each other clearly, which may mean closing the curtains or blinds if the sun is too bright.
Clip 1.3
Show Clip 1.3: Visual prompting in Deaf culture. Ask your students what else they need to be thinking about or arranging in the classroom so that they can incorporate appropriate cultural behaviours into their learning and their use of NZSL.
Examples include:
- horseshoe or circle seating arrangements so that each person can be seen by everyone else
- attracting attention by turning the light on and off or stamping on the floor to cause a vibration
- waving their hands in the air to applaud instead of clapping.
Have the students perform their dialogues using appropriate linguistic and cultural behaviours.
