ASL 1-2 - American Sign Language

Transcript ASL 1-2 - American Sign Language

Making Conversation: In the Classroom

Explanation of Slide Color Scheme • White – vocabulary • Light blue – grammar • Lavender – warm up activity • Yellow – practice activity or game • Salmon pink – cultural information • Lime green – internet resource Unit 2

Making Conversation Unit Two Goals: • To ask for help and clarification in ASL • To engage in basic conversation on a variety of topics • To understand the cultural view of deafness • To improve familiarity with ASL grammar and structure • To learn and apply WH-signs and facial expressions • To understand iconic and non-iconic signs Based on Master ASL Level One by Jason Zinza Unit 2

Counting 11-20

Unit 2

Numbers

Follow this link to see a 1-20 number lesson on YouTube (uses alternate numbering style for 16-19) 11 12 13 14 15 16 17 18 19 20

Vertical Drills.

Develop speed and accuracy for each set of numbers. Develop speed and accuracy for each column of numbers. Start slightly higher than normal and move your hand down as you sign each number.

1 11 20 15 14 13 2 9 12 10 18 20 3 8 7 17 18 19 4 0 5 10 11 20 Unit 2 5 19 15 16 8 4 6 11 12 13 14 15 7 17 18 16 20 1 8 6 16 8 18 13

None Zero

Unit 2

“A Little Advice”

Unit 2

Book

Unit 2

Desk, table

Unit 2

Pen, pencil

Unit 2

to

Need, Have to

Unit 2

Must, have to, imperative Unit 2

Sure, true, really

Unit 2

Warning

Unit 2

to

Get better, improve

Unit 2

to Get worse, worsen, decline Unit 2

Grab, take an opportunity Unit 2

Important, valuable

Unit 2

Restaurant

Unit 2

Enjoy, pleasure, please

Unit 2

“My Advice”

Watch the narrative titled My Advice on the student DVD. Respond to the questions below. Sign with others in the class to help answer the questions correctly.

1. What does the signer say about practice?

What happens if you don’t practice your ASL?

3. What suggestions does the signer give about practicing?

4. Give an example of three non-manual signals used.

5. What question does the signer ask?

Unit 2

A Little Advice

My Advice – Unit 2 ASL students are often eager to practice ASL with Deaf people, who are generally willing to say hello to students. However, there is a time and place for ASL tutorials so be respectful and use common sense. A frequent experience is an ASL student approaching a couple dining in a restaurant and starting a conversation out of the blue!

Unit 2

Unit 2 List 1

Helpful signs

Unit 2

to

Mean, meaning

Unit 2

What does it mean?

Unit 2

to

Explain

Unit 2

Explain it again.

Unit 2

to be

Clear

Unit 2

Excuse me

Unit 2 Tip – Don’t add the sign

excuse me

, it’s redundant.

Not, don’t, doesn’t

Unit 2

to be

Unclear, vague

Unit 2

Right, correct Wrong, incorrect

What’s wrong?

Thank you

Unit 2

You’re welcome

ASL Tip – Just nod to acknowledge being thanked. There is no separate sign for this concept.

Unit 2

Asking for Help. Sign the phrases below with a partner. Your partner answers using the sentence in parentheses.

Excuse me. Do you mind helping me?

(Sure! What’s wrong?)

What does _____ [pick a sign] mean?

(_____ means _____ [explain])

I don’t understand. It’s unclear (vague).

(Can I help you?)

Is that clear?

(No, please explain it again.)

Am I right?

(No, you’re wrong.)

Please give me the paper today.

(No, not today. Tomorrow.)

Look at him/her.

(Who?)

Thank you!

(You’re welcome)

Example:

Directionality

: Verbs that show who or where

Unit 2

Directionality

MASL p. 40 The meanings of some signs in ASL change depending on the way the signs are moved. For example, the sign help can mean

I help you

You help me

if the movement is towards the signer or someone else. This feature of ASL is called

directionality

. You need to memorize which ASL signs are directional to use them correctly. Here’s a hint: If you want to sign something being done to, for, or with you, then the sign tends to be directional.

Unit 2

to you to me to all of you

to

Give to – DV

Unit 2 DV = directional verb

to you to me to all of you

to Help - DV

Unit 2

right left towards me away from me

Move (an object) - DV Unit 2

to you to Tell, announce - DV to me to all of you Unit 2

ask you

to Ask, inquire - DV

ask me ask everyone Unit 2

to me to Show, demonstrate - DV to you to all of you Unit 2

to me, here

to Bring, carry - DV

To the right, over there Unit 2

to Look at, watch -DV

Look at me Look away, break eye contact Make eye contact Unit 2

Unit 2 List 2, p. 1

Unit 2 List 2, p. 2

Directionality

. Use the correct form of help, tell and ask in each sentence.

Please help me.

I can help you.

He/she can help you.

Help us.

Help them.

You help ____.

I tell you.

Please tell me.

I announced it.

10. Would you mind telling them?

11. That’s fine, ask me.

12. He/she asks her/him.

13. Ask each person.

14. Ask them all.

15. Ask us.

FYI – You don’t need to add

when using directionality. It’s already included in the sign.

Unit 2

Using directionality

. The signs give to, help, move, tell, show, ask and bring are directional. First, watch the examples. Then figure out how the signs should be altered in each sentence?

1. Help me move the table.

2. Please give her the book.

3. Can you give me a pencil?

4. I need to give you my pen.

5. Move the desk over there.

Grammar Tip – Make a more understandable sentence by naming an object before telling how to act on or with it.

Unit 2

The WH?-Face

Unit 2

The WH-Face (complex questions) p. 42 MASL • Knowing how to ask for help is important in any language. In ASL, two key phrases are

mean what

and

explain again

. Both phrases use a specific non-manual signal called the WH-Face that resembles the simple ( Yes/No) Question Face. Use the WH question face when you are uncertain, unclear, or asking a question using signs for

who, what, where, when, why, etc

. Unit 2

Question Faces

Practice the phrases with a partner. How is the WH-Face made?

What does it mean?

3. What’s your name?

Explain it again?

4. I don’t understand.

Faces. Decide whether the Yes/No Question Face or the WH-Face, or a neutral face best matches the sentence, and sign it to a partner. When done, switch roles and repeat the exercise.

Is his name Todd?

What’s your name?

4. No, I don’t understand.

5. Do you mind helping me?

Do you understand?

6. What does it mean? Can you explain it again?

Asking questions. Work with a partner and create four sentences using the WH-Face and Yes/No Question Face. What differences do the faces show?

Before you leave today, each partner in a pair must sign one and one

Asking

Asking questions

. Ask a partner the following questions in ASL. When done, switch roles an repeat. Remember to answer questions in a

complete sentence

Are you learning ASL?

Do you understand me?

Do you mind opening the door?

I’m tired. Are you?

Who is that?

6. Do you want to meet tomorrow?

7. Are you sitting down?

8. Are you going to school today?

9. What’s for homework?

10. What does it mean?

Unit 2

I Have a Question (What does it mean?)

1. Comprehension.

Answer the comprehension questions.

What sign didn’t Kris understand?

2. How does Marc explain the sign?

What can’t Kris do?

Translate each person’s farewell.

MASL p. 40 Unit 2

I Don’t Understand

p. 43 MASL • Watch Marc and Kris sign the dialogue. What did they say?

Unit 2

Dialogue about sign meanings.

1. Dialogue. Create a dialogue with a partner in which an ASL student asks someone to explain what a sign means. Use complete ASL sentences and non-manual signals.

Unit 2

Numbers 21 - 30

Unit 2

Numbers 21-30

21 22 23 24 25 26 27 28 29 30

Vertical Drills.

Develop speed and accuracy for each set of numbers. Develop speed and accuracy for each column of numbers. Start slightly higher than normal and move your hand down as you sign each number.

1 11 20 15 14 13 2 9 12 10 18 20 3 8 7 17 18 19 4 0 5 10 11 20 Unit 2 5 19 15 16 8 4 6 11 12 13 14 15 7 17 18 16 20 1 8 6 16 8 18 13

Gestural and Iconic Signs

Unit 2

Iconic and Gestural Signs

• Because ASL uses some

gestures

, people often think ASL is a simple compilation of gestures. Using gestures does not make ASL any less of a language than English, which also uses gestures. Can you think of gestures or signs that ASL and English have in common? • Some signs resemble the meaning behind the sign (like

book

). These are called

iconic

signs, but most signs are

not

iconic. • English also uses a concept like iconicity called

onomatopoeia

when English words resemble the sound they represent. English speakers use words like

oink oink

cock-a-doodle-doo.

Unit 2

Gestures

Don’t do that

Unit 2

What other American cultural gestures can you think of? Do you know any gestures from other cultures?

Unit 2

Iconic Signs

Tree

Unit 2

Door

Unit 2

to

Open (door)

Unit 2

Some hand gestures from around the world • Mexico: – http://www.youtube.com/watch?v=II8R2FT2Dws • Phillipines, Indonesia, Australia, and Brazil: – http://www.youtube.com/watch?v=CWUcGgSolw4 • Italian – http://www.youtube.com/watch?v=M0n4Vw6twKo&fea ture=related

to

Close (door)

Unit 2

(Electric) light

Unit 2

Turn off lights Unit 2

Turn on lights Unit 2

to

Stand

Unit 2

Stand up, get up Unit 2

Jump Unit 2

Sit Unit 2

Abstract Signs

Mother Father

Music Computer

Explain in a complete ASL sentence what you see in the illustration.

Unit 2

Activities

Unit 2

Home House

Unit 2

to

Walk to, walk

Unit 2

Party

Unit 2

to

Read

Unit 2

to

Sleep

Unit 2

Yes or no

? Your partner will respond affirmatively or negatively to the question asked based on the illustration. When done, switch roles and repeat the exercise. Remember to respond in a

full sentence

Is he walking home?

Are they walking?

Is the light on?

Is the book open?

Unit 2 Is she reading?

Unit 2 List 3

In the Classroom

Unit 2

Correct,

grade Unit 2

Erase (a board)

Erase (on paper) Unit 2

Paper

Unit 2

to

Spot, notice, spy

Unit 2

to

Study

Unit 2

Student

Unit 2

Teacher

OMG… Where’s my SmartBoard?

Unit 2

Test, exam

Unit 2

to

Write

Unit 2

Gender-Related Signs Man Woman Boy Unit 2 Girl

Giving requests. Ask a partner to do three specific tasks using vocabulary you’ve learned so far. Some ideas are provided below for you. When done, switch roles and have your partner ask three different tasks.

1. Write your name on the board, then erase it.

2. Open or close the door 3. Stand up or sit down.

4. Move your desk.

Unit 2

What’s in your environment? Use the sign

notice

to tell a partner at least 5 things, colors, or activities you see in the classroom.

Practice each facial expression. Have a partner guess which expression you are attempting. Use body posture and gestures to get the message across. Unit 2

Sign each sentence to a partner, who will respond with the information in bold. Switch roles and repeat when done.

1. Do you want a test today? (No, we want a test tomorrow.) 2.

Do you know the ASL teacher’s name? (Yes, it’s _____.) Are you an ASL student? (Yes, I’m learning ASL.) 4.

I’m not an ASL student. (No, you are the ASL teacher.)

Unit 2

Visual Devices and Communications

Unit 2

Visual Signaling Devices

Vibrating and flashing clock alarms Flashing smoke and CO2 detectors Unit 2 Doorbell or phone strobes or lights

Visual Communication Devices & Content TTYs Mobile text devices (aka cell phones) Videophones and video relay service Unit 2 TV & movie captioning http://www.nidcd.nih.gov/health/hearing /caption.asp

http://www.captions.org/ http://www.captions.com/ or Web captioning http://www.webaim.org/tec hniques/captions/

Fingerspelling Rules

Unit 2

Fingerspelling, When should I use it?

Fingerspelling is generally used in specific instances: 1. first, last and middle names; 2. names of places (cities, states, stores); 3. titles of movies and books; 4. certain foods Unit 2

Deafness and Deaf Culture

Unit 2

What is deafness?

American Heritage Dictionary’s definition:

deaf

adj.

-Partially or completely lacking in a sense of hearing.

-Unwilling or refusing to listen; heedless: was deaf to our objections.

Deaf

– The community of deaf people who use American Sign Language as a primary means of communication. Used with

the

, as in

the Deaf

Unit 2

The Cultural Model, or “Who is Deaf?” •Common unifying trait is deafness and the use of ASL.

•The Deaf do not feel the need to be fixed or cured.

•The Deaf World (culture) is visually based and often has a different perspective of “normal” than hearing people.

•Celebrate deafness as a fulfilling way of life.

Unit 2

The

Pathological

Medical

“Who is deaf?” Model, or Emphasis is on a cure http://kidshealth.org/kid/body/ear_prt.htm

www.geocities.com/cicentral/how_ci_works.html

Tries to make deaf people “normal” Unit 2

Draw separate circles around the structures of the outer, middle and innner ear and label them correctly. Indicate the form of energy sound takes in each part of the ear.

auricle or Unit 2

Days of the Week

Unit 2

Grammar Tip: Don’t sign or fingerspell the English word “on” in ASL sentences involving dates. Use the face instead.

Days of the Week Unit 2

Time Comes First In a Sentence

• Signs that show when something happened, such as a day of the week, come first in a sentence.

Eyes on ASL #5 Unit 2

Making Conversation

Unit 2

to

Eat, food

Unit 2

to be

Hungry

Unit 2

to be

Ready

Unit 2

Restaurant

Unit 2

With

Unit 2

More Activities

Unit 2

To chat/sign, hang out Unit 2

What are you doing?

What did you do?

What do you do?

Unit 2 Accent Tip: Use the face each time you ask questions with this sign.

to Do errands, chores Unit 2

To enjoy, have fun, pleasure Unit 2

To kick back, take it easy Unit 2

Church

Unit 2

Mosque

(fingerspell) Unit 2

Temple

p. 59 Unit 2

Synagogue

Unit 2

To play sports

Unit 2

Using the picture cues, explain what someone did each day. Use deixis (pointing) to indicate who is doing the activity.

Monday Tuesday I guess he’s not here… Wednesday Thursday Friday Saturday Sunday Unit 2

Activities.

Use the vocabulary below to ask a partner what he or she does on a particular day. Follow the example.

Signer A: Signer B: 1. Monday 2. Tuesday 3. Wednesday 4. Thursday 5. Friday 6. Saturday 7. Sunday 8. Morning 9. Afternoon 10. Evening 11. Tomorrow Unit 2 12. Later 13. Today 14. Yesterday

Signed Question Mark •Use to emphasize that a question has been asked and that the signer expects a response. •Does

not

replace the question face. •It is a type of

closing signal

. •Often used to ask general questions to more than one individual •Informal, used between friends Practice the Signed Question Mark 1. Are you hungry?

2. Do you want to go to a restaurant?

3. Do you want to go with me?

4. Are you all ready?

5. Can you all see me?

6. Do you want to go home?

Unit 2

When?

Unit 2

Day

Variation 2 Unit 2

Every day

Unit 2

Umm, uh, well… (gestural) Use this gesture (hold your hands up) when you are thinking of what to sign next.

Unit 2

Week

Unit 2

Weekend

Unit 2

to

Work, job

Unit 2

Water, water fountain Unit 2

What do you do? Time first!!!

1. Create complete sentences for each vocabulary word.

2. Dialogue.

Remember that when signs come first in a sentence. Practice signing the dialogue below with a partner.

Student A

weekend?

What do you do on the

Student B

On Saturday, I kick back and study. I work on Sundays. What do you do?

Student A

I don’t work on the weekend. I enjoy going to the movies with friends.

Student B

I like going to the movies. Do you want to go on Friday?

Student A

Sure!

Unit 2

Weekend activities.

Find out three things a partner does on the weekend, using the ideas below to help you. Prepare to explain what you learn about each other to your classmates.

go to the movies go to a party sleep read chat with friends kick back work eat in a restaurant hang out with friends play sports study practice ASL

Reminder: Don’t forget to raise your eyebrows on the “time indicator” sign. Unit 2

When do you…?

Sign each sentence in ASL, then again, making the changes indicated.

1. I practice ASL on Monday. (every day) 2. We go to school on Saturday and Sunday.

(don’t go)

3. He works Tuesday and Thursday morning.

(afternoon)

4. She goes to the mosque on Wednesday. (Friday) 5. They study every day.

(don’t study)

Grammar Tip – “And” is shown by starting your signing slightly to one side then shifting to the other side for showing “this

and

that”.

Unit 2

1 This weekend, I… Select appropriate vocabulary from the Unit 2 PowerPoint to complete each sentence using SignWriting.

2 3 ?

4 ?

Unit 2

Comprehension: My Routine

1. Based on the video, what does Kris do?

Complete the following sentences in ASL. Don’t forget, signs that show when something happened come first in a sentence.

On Thursday, Kris… Kris does homework on… 6. On Friday, she… 7. Kris chats on… 3.

She works on… Every day, Kris… 5.

Kris hangs out with… 8. On Sunday, Kris… 9. She doesn’t work on… 2. Comparison.

What do you and Kris do differently? Shift your signing to explain in ASL how your routines are not the same.

• On Sunday, Kris _________ but I__________ Unit 2

Answer Key to “My Routine”

On Thursday, Kris… works Kris does homework on… Sunday She works on… Every day, Kris… Thursday, Friday goes to school Kris hangs out with… On Friday, she… Kris chats on… On Sunday, Kris… She doesn’t work on… friends works Saturday studies/does homework Sat, Sun, M, T, W

‘WH’ (complex) Questions

who, what, where, when, which, why, how, how much, how many, etc…

The WH-Signs

Eyes on ASL #6 Unlike English sentences, most WH signs don’t occur at the beginning of a sentence, but near or at the end.

Unit 2

Who

Unit 2

What

Unit 2

When

Unit 2

Where

Unit 2

Why

Unit 2

Which

Unit 2

What or who is it?

Ask a partner about the illustration in complete sentences. Remember that the “WH” sign comes last.

2 3 4 5 6 7 8 ma Oba 8. is lv 7. E LK 6. M r Che s 5. book 4. ir sk/cha Unit 2 3. de l penci 2. rch 1. chu

1 Using WH-signs Ask a partner to respond to the question you ask. Make sure you use the WH-Face. Switch roles and repeat the exercise when done.

2 3 4 Who is that student?

Where are you sitting?

What are you studying?

When is class over?

Unit 2

1 Responding to WH-questions. A partner will ask you each a question. Respond in a complete sentence. When done, switch roles and repeat.

2 3 4 Whose sign language is improving?

What does a student need to do if their sign skills deteriorating?

Where are they learning ASL?

Do you want a test today or tomorrow?

Making conversation.

Ask a partner the following questions in ASL. Respond in a complete sentence using the information in parentheses.

Where are you going? (home) What are their names? (?,?) Do you want the door open or closed? (open) Why is practice important? (I want to get better) 5.

You play sports every day? (No, Tuesday, Thursday) What’s on the test? (I don’t know) Ask him what’s on the test. (He knows) What’s your ASL teacher’s name? (?) When do you work? (Monday) 10. What are you doing tomorrow? (Nothing) Asking questions.

Work with a partner to ask and answer five WH-Sign questions. When done, create a dialogue using the questions.

Unit 2

Gloss the following sentences, then sign them.

1. Whose sign language is improving?

If a student’s sign skills are deteriorating what should they do?

3. Where are they learning ASL?

4. Do you want a test today or tomorrow?

Weekend Plans Dialogue Rubric

Names: 2 3 4 5 1.

Greetings Ask what someone is doing on the weekend Tell at least 4 things you will do over the weekend Switch roles Farewells Non Manual Signals

3 or more elements missing Few or no NMS 2 elements missing Some correct NMS 1 element missing Many correct NMS

Sign Production (HOLM)

3 or more incorrect signs 2 incorrect signs 1 incorrect sign All elements present NMS present throughout with correct timing All signs produced correctly

Fluency / Smoothness of signing

Very halting, many unnatural pauses Somewhat halting, several unnatural pauses Mostly smooth, little hesitancy No hesitancy, very smooth Unit 2

Deaf History (A Series of Helpful References)

http://www.pbs.org/wnet/soundandfury/culture/dhpop/popup1.html

overview of some highlights of the history of deafness - a brief http://deafness.about.com/od/deafhistory/a/deaftimeline.htm

many aspects of deafness throughout history - in depth links to http://www.canyons.edu/departments/sign/PowerPoint%201%20 %20Historical%20Perspective.htm

– detailed timeline of the history of deafness, with many good details of deaf history in North America Movie “Through Deaf Eyes” Unit 2

Higher Order Thinking

• The questions you ask yourself after learning or experiencing something new are important • Most of the time, what you are asked to focus on in school are lower level thinking questions • In the world outside of school, most real situations are improved or solved due to higher-order thinking.

Unit 2

Lower Order Thinking Questions Higher Order • • • •

Knowledge:

· "What is...?" · "How would I describe...?" · "Why did...? · "How would I show...?" • • • •

Application:

· "What would result if...?" · "What facts would I select to show...?" · "What approach would I use to...?" · "How would I use...?" • • • •

Comprehension:

· "What facts or ideas show...?" · "How would I compare...?" · "How would I classify...? · "Can I explain what is happening...?" • • • •

Analysis:

· "What inference can I make...?" · "What is the relationship between...?" · "What evidence can I find...?" · "What things justify...?" • • • •

Synthesis:

· "What could be changed to improve...?" · "How would I test...?" · "What way would I design...?" · "What outcome would I predict for...?" Adapted from http://www1.appstate.edu/~goodmanj/3850/webquest/ questions.html

• • • •

Evaluation:

· "How could I select...?" Unit 2 · "How could I prove...?" · "How would I prioritize...?" · "What information would I use to support...?"

Unit 2 Review – part 1

Explain how the rules for time related signs and WH-signs affect sentence structure in ASL. With that in mind, how does ASL differ from English sentence structure? In your own words, write an explanation of the sentence structure rules and use them to explain the concept to another ASL student.

Give three examples of signs that are iconic. Give three examples of signs that are

not

iconic.

You are going to meet several Deaf people at a party Friday night. What questions can you ask to learn more about the people you talk with? Make a list of questions and answers and practice signing them with a partner. Keep the following topics in mind: Exchange names.

Explaining where you are learning ASL and if your teacher is Deaf or hearing.

Favorite TV shows and movies.

Favorite activities.

Unit 2

Unit 2 Review – part 2

What is the difference between these non-manual signals? Create five sentences using these non-manual signals correctly.

Can you: 1.

10.

11.

12.

13.

14.

15.

Ask for help and clarification?

Use closing signals correctly?

Understand and use directional signs (ask, help…)?

Recognize and understand non-manual signals?

Use the WH-Face and Yes/No question face correctly?

Use time related signs in the correct order?

Use WH-signs in a conversation?

Sign a short conversation clearly?

Understand a short conversation?

Tell a brief story using a classifier?

Use and understand number signs 1-30 correctly?

Use possessive signs and deixis correctly?

Ask someone about this

that in ASL?

Ask or tell someone about this

and

that in ASL?

Use eye gaze, pauses, and sign order for time signs and WH-signs correctly?

Unit 2

Unit 2 Review – part 3

1. Identify and correct any errors in the signed sentences on p. 69-70 in part C of the Unit 2 review pages. Explain to a partner or a friend why the errors are wrong and how to fix them.

2. Be able to define, describe and / or compare: 1. Deaf culture and the deaf community 2. A cultural vs. a pathological view of deafness (big D, little d) 3. Devices and services that provide access for the D/deaf 4. Parts of the ear 5. How hearing works Unit 2

Spell it / Sign it Lines

Using your red books, students line up in lines of about 5 each, facing each other. One line is the spelling line, spelling vocabulary from the Units you have studied in the book. You can use the book. Have it out on the desk you are standing by. The other line is the reading line. Reading line people get 2 chances to read the spelling line’s fingerspelling and then sign a correct ASL translation of the spelled word. If the reader can’t sign a correct translation for any reason then he/she must move to the end of the line (towards the back of the room). Players move up a space as other players are sent to the back of the line. After about 3 min., the reading line becomes the spelling line and vice versa.

Unit 2