INTENSIVE FIRST YEAR AMERICAN SIGN LANGUAGE ASL 134

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INTENSIVE FIRST YEAR AMERICAN SIGN LANGUAGE (ASL 134) CLASS SUMMER 2016 Instructor: Kristi Winter,

INTENSIVE FIRST YEAR AMERICAN SIGN LANGUAGE (ASL 134) CLASS SUMMER 2016 Instructor: Kristi Winter, MA University of Washington Dept. of Linguistics ASL Program

Agenda: • Today: • SN Unit 3 • Group Activity – Unit 6 “Timber”

Agenda: • Today: • SN Unit 3 • Group Activity – Unit 6 “Timber” storytelling • Video: “See What I Mean; Differences between Deaf and Hearing Cultures” by Thomas K. Holcomb and Anna Mindess • Tuesday, July 12 th • • S. N. Units 1 -3 test S. N. Unit 4

Unit 3 Discussing Living Situation

Unit 3 Discussing Living Situation

Review: Lesson 3: 9 Kinds of Roommates

Review: Lesson 3: 9 Kinds of Roommates

Family Pets

Family Pets

 • To describe animals, use your own body to indicate where the color

• To describe animals, use your own body to indicate where the color and markings are located.

Homework 3: 9 Review: Signer A: Ask if B lives alone B: Reply A:

Homework 3: 9 Review: Signer A: Ask if B lives alone B: Reply A: Ask if B has pets B: Respond (if you don’t have one now, talk about one you’ve had in the past) • number of pets • size of pet • color(s) and marking(s) • name of pets A: Respond

Homework 3: 9 (p. 133) • Minidialogue 1 1. What does Ryan say about

Homework 3: 9 (p. 133) • Minidialogue 1 1. What does Ryan say about his living arrangement? 1. 2. Lives near bowling alley; has two roommates – a male and a female. Their names are Zane and Suzy. Summarize the information given about each person: 1. 2. Name: 1) Zane Likes: Spanish dancing 1. 2. Name: 2) Suzy Likes: cooking French food 1. 2. Name: 3) Ryan Likes: learning ASL 3. What does Ryan say about the house they live in? 1. House is large except for the small bathroom

Homework 3: 9 (p. 133) • Minidialogue 2 1. What is Ben’s problem? 1.

Homework 3: 9 (p. 133) • Minidialogue 2 1. What is Ben’s problem? 1. 2. His cat is lost. What does the pet look like? 1. 3. Large white cat with black head and blue eyes. Cat likes people to pet it. What does Michelle suggest that Ben do? 1. To find a picture of the cat to copy with Ben’s phone number on it. Put up signs so that people can call them if they see his cat.

Review: Lesson 3: 10 Expressing Needs Signer A: Express need, ask where B: Tell

Review: Lesson 3: 10 Expressing Needs Signer A: Express need, ask where B: Tell where A: Express gratitude B: Respond

“The Elevator Incident” by Melinda (p. 137) 1. What does Melinda need to do?

“The Elevator Incident” by Melinda (p. 137) 1. What does Melinda need to do? 1. 2. To go to the bathroom Whom does she ask for assistance? 1. 3. The librarian What happens the first time she goes up the elevator? 1. 4. The door didn’t open. On her third attempt, what does Melinda ask the receptionist to do? 1. 5. To come with her in the elevator. What happens when they get to the 4 th floor? 1. 6. The doors in the back of the elevator opened. How does Melinda react? 1. Embarrassed.

“The Elevator Incident” by Melinda (p. 171 – Vocabulary/Phrases) 1. 2. 3. 4. 5.

“The Elevator Incident” by Melinda (p. 171 – Vocabulary/Phrases) 1. 2. 3. 4. 5. To refrain with reluctance or discomfort “come on, ” “hurry up” to politely request; “please” to be caught in an embarrassing situation; to feel like an idiot “gotta go!” (to the bathroom)

Homework 3: 10 (p. 134) • Minidialogue 1 1. What need is expressed? 1.

Homework 3: 10 (p. 134) • Minidialogue 1 1. What need is expressed? 1. 2. Where ASL lab is so that she can practice ASL. What information is given? 1. The lab is close. Out of the room, down the hall, go left; at the second door; the lab is right there.

Homework 3: 10 (p. 134) • Minidialogue 2 1. What need is expressed? 1.

Homework 3: 10 (p. 134) • Minidialogue 2 1. What need is expressed? 1. 2. He needed to see his teacher and wanted to know where his office was. What information is given? 1. It’s in a different building. Go over to the other building and go up to the 4 th floor. It’s in Room #25. It’s also close to the bookstore.

Homework 3: 10 (p. 134) • Minidialogue 3 1. What need is expressed? 1.

Homework 3: 10 (p. 134) • Minidialogue 3 1. What need is expressed? 1. 2. Where soda machine is. What information is given? 1. 3. Go out of here into the hallway. Turn right. At the door is the dining room. What does Joey ask Melinda to do? 1. To buy him a green apple.

Lesson 3: 11 Down Letters Y toy yard cyst Q BBQ Bisquik quiz P

Lesson 3: 11 Down Letters Y toy yard cyst Q BBQ Bisquik quiz P nap Priscilla April plastic

Crossword Puzzle • Exercise 3: 1 - Student Workbook, p. 382

Crossword Puzzle • Exercise 3: 1 - Student Workbook, p. 382

Lesson 3: 12 Telling How Long

Lesson 3: 12 Telling How Long

Lengths of Time — 1– 9 minutes 10 min. 15 min. 20 min. 25

Lengths of Time — 1– 9 minutes 10 min. 15 min. 20 min. 25 min. 30 min. 35 min. 40 min. 45 min. 50 min.

1– 9 hours 10 hours

1– 9 hours 10 hours

Signer A: Ask how long it takes B: Give information A: Respond

Signer A: Ask how long it takes B: Give information A: Respond

Asking and Telling How Long Think of four questions that will elicit two answers

Asking and Telling How Long Think of four questions that will elicit two answers in “minutes” and the other two in “hours. ” • HOW MANY?

 • Group Activity – Unit 6 “Timber” storytelling

• Group Activity – Unit 6 “Timber” storytelling

Lesson 3: 13 Modes of Transportation

Lesson 3: 13 Modes of Transportation

Frequency 100% 50/50 0% • ASL signs: ALWAYS, SOMETIMES, NEVER

Frequency 100% 50/50 0% • ASL signs: ALWAYS, SOMETIMES, NEVER

Lesson 3: 13 Traveling to School Dialogue 1 Signer A: Ask where B lives

Lesson 3: 13 Traveling to School Dialogue 1 Signer A: Ask where B lives B: Tell where (point) A: Ask how B comes to class (spatial agreement) B: Tell how A: Ask how long it takes from home to class (spatial agreement) B: Tell how long • using the sign COME-TO

Lesson 3: 13 Traveling to Work Dialogue 2 Signer • Using the sign GO-TO

Lesson 3: 13 Traveling to Work Dialogue 2 Signer • Using the sign GO-TO A: Ask where B lives B: Tell where (point) A: Ask where B works B: Tell where A: Ask how B goes to work B: Tell how A: Ask how long it takes from home to work (spatial agreement) B: Tell how long

Checking Comprehension • You will practice answering comprehension questions. I will sign the narrative

Checking Comprehension • You will practice answering comprehension questions. I will sign the narrative before asking the questions.

Exercise 3: 4 (p. 387) • Instruction: Interview two students in your class and

Exercise 3: 4 (p. 387) • Instruction: Interview two students in your class and write down the information. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Name Lives in (city) Near/area: Type of residence: Live with: Pets (type, how many): Work at: How do they get to work: How long it takes to get to work from home: How do they get to class: How long does it take to get to class:

Unit 3: 14 • Visual Way of Living • What’s Deaf Space? • http:

Unit 3: 14 • Visual Way of Living • What’s Deaf Space? • http: //www. gallaudet. edu/campus_design/deafspace. html • https: //www. youtube. com/watch? v=Y 8 QO 9 av 7 XQM

Lesson 3: 14 - Exercise 3: 2 Fill in the Squares (Student Workbook, page

Lesson 3: 14 - Exercise 3: 2 Fill in the Squares (Student Workbook, page 383) • Instructions: Your teacher will identify one of the nine squares below, then ask you a question. Fill in the appropriate square with your answer.

your name My teacher is (name) hearing learn ASL at (name of school) 3

your name My teacher is (name) hearing learn ASL at (name of school) 3 hours Spanish (in high school) play cards Teacher and I don’t like I both have watching TV brown hair

Giving Directions Signer A: Hide B, then return to class C: Ask where B

Giving Directions Signer A: Hide B, then return to class C: Ask where B is A: Explain where C: (Goes to find B) Rotate until each has had a chance to hide.

Study Guide for Exam I (Section A class only) • The exam format will

Study Guide for Exam I (Section A class only) • The exam format will be multiple choice, fill in blanks, T/F, Matching, and short answers • Unit 1 • Deaf Profile: Andrew Foster (p. 14) • Getting Others’ Attention (p. 33) • Unit 1 Vocabulary (p. 37 -44)

Study Guide for Exam • Unit 2 • Yes/No Questions and Responses to Yes/No

Study Guide for Exam • Unit 2 • Yes/No Questions and Responses to Yes/No Questions (p. 49) • Making Connections (p. 52) • Which Hand Do I Use? (p. 54) • One-handed signs • Two-handed symmetrical signs • Two-handed non-symmetrical signs • • Gallaudet University (p. 56 - 57) Up Letters (p. 65 -67) Deaf Profile: Regina Olson Hughes (p. 70) Cardinal Numbers 20 -19 (p. 72 -74) Names and Tidbits (p. 80) Did You Realize? (p. 87) Unit 2 Vocabulary (p. 92 -105)

Study Guide for Exam • Unit 3 • • • Deaf Profile: Douglas Tilden

Study Guide for Exam • Unit 3 • • • Deaf Profile: Douglas Tilden (p. 113) Moving Letter “Z” (p. 115 - 117) Wh-Word Question – WHICH (p. 118) Contrastive Structure (p. 119) Conveying Size (p. 119) Ordinal Numbers 1 st – 9 th (p. 122) Cardinal Numbers 30 -66 (p. 126 -129) Did you Realize? (p. 132) Sign Tip: Responding to “Thank you” (p. 136) “Down” Letters (p. 138 -139)

Study Guide for Exam • Unit 3 • Lengths of Time (p. 141 -143)

Study Guide for Exam • Unit 3 • Lengths of Time (p. 141 -143) • • • 1 -9 minutes 10 minutes 11 minutes or longer 1 -9 hours 10 hours or longer • Information About another Person (p. 148) • Autobiography #1 narrated by Cinnie (p. 154) • Cultural Notes: Speaking in the Presence of a Deaf Person is Considered Impolite (p. 152) • Unit 3 Vocabulary (p. 156 -174)

Homework: • Read and study Units 1 -3 for tomorrow’s exam.

Homework: • Read and study Units 1 -3 for tomorrow’s exam.

Sources: • Smith, C. , Lentz, E. & Mikos, K. (1988)Signing Naturally Student Workbook

Sources: • Smith, C. , Lentz, E. & Mikos, K. (1988)Signing Naturally Student Workbook Level 1. Dawn. Sign. Press. San Diego, CA • Smith, C. , Lentz, E. , Mikos, K. (2008) Signing Naturally Units 1 -6. Dawn Sign Press. San Diego, CA. • Zinza, Jason E. (2006) Master ASL! Sign Media, Inc. Burtonsville, MD. • Eastman, G. (1989) From Mime to Sign. T. J. Publishers, Inc. Silver Spring, MD. • Pictures from Microsoft Clip Arts