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” storytelling
• Video: “See What I Mean; Differences between Deaf and Hearing
Cultures” by Thomas K. Holcomb and Anna Mindess

• Tuesday, July 12th

• S.N. Units 1-3 test
• S.N. Unit 4
 Unit 3
Discussing Living
Situation
Review: Lesson 3:9 Kinds of
Roommates
Family Pets
• 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
Signer 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 his living arrangement?
1. Lives near bowling alley; has two roommates – a male and a female.
Their names are Zane and Suzy.
2. Summarize the information given about each person:
1. Name: 1) Zane
2. Likes: Spanish dancing

3. Name: 2) Suzy
4. Likes: cooking French food

5. Name: 3) Ryan
6. 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. His cat is lost.
2. What does the pet look like?
1. Large white cat with black head and blue eyes. Cat likes people
to pet it.
3. 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

Signer B: Tell where
A: Express gratitude
B: Respond
“The Elevator Incident” by Melinda (p. 137)
1. What does Melinda need to do?
1. To go to the bathroom
2. Whom does she ask for assistance?
1. The librarian
3. What happens the first time she goes up the elevator?
1. The door didn’t open.
4. On her third attempt, what does Melinda ask the
receptionist to do?
1. To come with her in the elevator.
5. What happens when they get to the 4th floor?
1. The doors in the back of the elevator opened.
6. How does Melinda react?
1. Embarrassed.
“The Elevator Incident” by Melinda (p. 171 –
Vocabulary/Phrases)
1. To refrain with reluctance or discomfort
2. “come on,” “hurry up”
3. to politely request; “please”
4. to be caught in an embarrassing situation; to feel like an
idiot
5. “gotta go!” (to the bathroom)
Homework 3:10 (p. 134)
• Minidialogue 1
1. What need is expressed?
1. Where ASL lab is so that she can practice ASL.

2. 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. He needed to see his teacher and wanted to know where his
office was.
2. What information is given?
1. It’s in a different building. Go over to the other building and go
up to the 4th 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. Where soda machine is.
2. What information is given?
1. Go out of here into the hallway. Turn right. At the door is the
dining room.
3. What does Joey ask Melinda to do?
1. To buy him a green apple.
Lesson 3:11
Down Letters
Y Q P
toy BBQ nap
yard Bisquik Priscilla
cyst quiz April
plastic
Crossword Puzzle
• Exercise 3:1 - Student Workbook, p. 382
Lesson 3:12 Telling How Long
Lengths of Time —
1–9 minutes 10 min. 35 min.
15 min. 40 min.
20 min. 45 min.
25 min. 50 min.
30 min.
1–9 hours 10 hours
Signer A: Ask how long it takes
Signer B: Give information
A: Respond
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
Lesson 3:13 Modes of Transportation
Frequency
Frequency

100% 50/50 0%

• ASL signs: ALWAYS, SOMETIMES, NEVER

Lesson 3:13 Traveling to School Dialogue
1

Signer A: Ask where B lives

Signer 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 A: Ask where B lives

Signer 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
• Using the sign GO-TO
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 write down the
information.
1. Name
2. Lives in (city)
3. Near/area:
4. Type of residence:
5. Live with:
6. Pets (type, how many):
7. Work at:
8. How do they get to work:
9. How long it takes to get to work from home:
10. How do they get to class:
11. How long does it take to get to class:
Unit 3:14
• Visual Way of Living

• What’s Deaf Space?

• [Link]

• [Link]
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 hearing learn ASL at
(name of school)

My teacher 3 hours Spanish (in

is (name) 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

Signer 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 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 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 (p. 113)
• Moving Letter “Z” (p. 115 - 117)
• Wh-Word Question – WHICH (p. 118)
• Contrastive Structure (p. 119)
• Conveying Size (p. 119)
• Ordinal Numbers 1st – 9th (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)
• 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.
Sources:

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

Workbook Level 1. DawnSignPress. 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