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

ASL 1: Lesson 1:

 

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Below the yellow line is a holding place for future lesson revisions and development.

 

Unit 1	Unit 2	Unit 3	Unit 4
Lessons   Lesson 1: Student Homework Checklist: ___  I have a copy of the Syllabus  ___  I am able to define the term ASL ___  I know  the common handshapes used in ASL. ___  I am able to fingerspell my name in ASL ___  I am able to count to five in ASL (numbers) ___  I am able to briefly describe the history of ASL ___  I am able to briefly state the gist of Deaf Culture ___  I have a basic idea of the difference between  Signed English and ASL ___  I have a basic idea of the meaning of "contact signing" (pidgin) ___  I have thought about what Research Paper I'm going to do ___  I am able to recognize and sign the vocabulary for this lesson ___  I am able to recognize and sign the practice sentences and story for this lesson ___  I have taken the ASL 1 Lesson 1 practice quiz #1 ___  I am done with Lesson 1 1.  Intro / syllabus / ABC's Where to find / Numbers 1 - 5 / classroom vocabulary Greetings Spelling: "Spelling Resources" What 2. 3. 4. 5.   Introduce the course, fingerspelling: shapes, doubles, placement. Numbers 1 -33 75 Lexemes Grammar: sVo, topic comment, "state of being" verbs. Y/N expression, Wh expression, indexing, present and absent referent,	Lessons 6 7 8 9 10   Introduce number "Rule 67" hundreds, "Rule 101," thousands, millions. fingerspelling: lexicalization	Lessons 11 12 13 14 15   fingerspelling: context specific handshapes	Lesson 16 17 18 19 20
Topics: GREETINGS: "Good morning / afternoon / evening."  "How are you?" FINE  SO-SO   GOOD  HAPPY  WONDERFUL,  "You too."  =  me-SAME-you "Nice to meet you   CLASS OFFICE TEACHER LEARN   WHO YOUR TEACHER?     * STUDENT EMPOWERMENT: HEY, AGAIN, SLOW, PASS, SPELL,  ALL not-UNDERSTAND  FORGET  not-SEE   PASS   don't-KNOW  "ASK-to"  THANK-you, "get his/her attention (tap)"   *  High frequency concepts: YES NO RIGHT SOMETIMES DEPENDS MAYBE NEVER BOTH LIKE HAVE NEED MAYBE FAVORITE NONE-(neither) WHO, "what," TIME, WHERE, HOW-MANY, WHY, "what-DO?" "what-KIND?" PERSON VOMIT  "LOVE-IT"   DEAFHOOD: Gallaudet, Hearing, Deaf, Hard-of-Hearing, "coda,"  "Deaf Way" Culture, VR, SSI, cochlear implant, NAD, RID,   Technology: computer, Internet, WEBCAM, IP-RELAY, TTY, VP, Sidekick, email, VLOG, laptop,       *  High frequency colors: RED BLUE  GREEN YELLOW BLACK WHITE BROWN TAN ORANGE, GREY, GOLD   *  High frequency family: MOM DAD STEP HALF SINGLE-(someone_something) BROTHER SISTER CHILDREN GRANDPA GRANDMA, MARRIED
Exceptions:  Most "wh" questions (who what when where how) use eyebrows down.  But the phrase "How are you?" uses eyebrows up.
Phrases and questions: What's your favorite color?  What's your favorite animal?  How many brothers and sisters do you have?  How many people live in your house?  How many animals do you have? Where do you live?  Who is your best friend?  How many friends have moved out of your city?  What is your favorite drink?  coke or sprite?  What is your favorite food. Pizza, hamburger, hotdog, sushi, chocolate, steak, spaghetti-(pasta) vegetable-(vegetarian) Are you hungry? Where is the bathroom? Where you like to eat out? Mcdonalds or Burger King?  Do you have a boyfreind or freind? Where you from? How old is he? "How much does it cost?" "$6.13"  "$18.87" "When is your birthday?" Do you have a pet? dog cat bird fish horse "Do you DRINK-(alcohol)? "What do you prefer to DRINK?" Water MILK POP BEER   Family CLASS GROUP mom-dad, boy-girl, marriage, brother-sister, grandpa-grandma, aunt-uncle, baby, single, divorced home, work, school, college, high-school, store, church, come, go, car/drive, BUS, with Time - day, night, week, month, year, will-(future), before-(in the past), today-(now), finish-("all done!")  tomorrow yesterday daily weekend, vacation, Food - pizza, milk, hamburger, hot dog, egg, apple, cheese, drink, cup, cereal, water, candy, cookie, hungry Clothes - shirt, pants, socks, shoes, coat, underwear, belt wash, hurt, bathroom, brush teeth, BED, nice/clean Feelings - happy, mad, sad, sorry, cry, like, good-bad, love-it, vomit please, excuse, thank-you, help, who, what, when, where, why, how, stop-it large/big, tall, full, more Color - blue, green, yellow, red, brown, orange, gold Money - dollars, cents, cost PET cat, dog, bird, horse, pig, bug hot, cold, LEARN  TEACH Who do you live with? Favorite TV show? spring summer fall winter "Where were you born?" "I'm not telling." "who do you respect-(admire)" NEAT COOL-(affective) "Music? Who your favorite band?" Email @-(at), DOT CELL CAMERA "What's up?" Lazy busy can can't "would you mind if…" "suppose" Sorry stuck room	"Who do you love?" "What do you hate?"

 

ASL 3

The following concepts are commonly fingerspelled.  Some of these concepts also have established signs.
BEEF-(B-E-E-F)
BROCCOLI-(B-R-O-C-C-O-L-I)
CAULIFLOWER-(C-A-U-L-I-F-L-O-W-E-R)
CORN-(C-O-R-N)
fry-(F-R-Y)
GRAPEFRUIT-(G-R-A-P-E-F-R-U-I-T)
HAM-(H-A-M)
MAYONNAISE-(M-A-Y-O)
MUSTARD-(M-U-S-T-A-R-D)
PEAR-(P-E-A-R)
PLASTIC-(P-L-A-S-T-I-C)
POACH-(P-O-A-C-H)
PORK-(P-O-R-K)
RELISH-(R-E-L-I-S-H)
R-I-C-E
SALAD-(S-A-L-A-D)
TOFU-(T-O-F-U)
YOGURT-(Y-O-G-U-R-T)

Note: When discussing a "tossed green salad" it is appropriate to use the sign for "SALAD."   But if you are discussing other types of salad you might see the concept spelled out.  I think it is okay to use the sign "SALAD" in other contexts (for example, "FRUIT SALAD") but it varies from "expert" to expert.  Check with your local ASL instructor for his or her preferences.

Money to know:
$10  (Uses separate sign to establish the "dollar" concept)
$15  (Uses separate sign to establish the "dollar" concept)
$3.50 (Uses a twist movement to establish the "dollar" concept)
$5.99  (Uses a twist movement to establish the "dollar" concept)
$21.95  (Uses context to establish the "dollar" concept)
$75  (Uses separate sign to establish the "dollar" concept)

Mouth morphemes are mouth movements or positions that change or modify the meaning of other signs. Think of them as adverbs and adjectives that help emphasize or clarify the meaning of other signs.
Mouth morphemes covered in this unit:
"oo"-(mouth morpheme "small or thin")
"mm"-(mouth morpheme "regular, normal, everyday, standard")
"cha"-(mouth morpheme "large")

 

 

The student's ability will be measured in the following areas:

Production (Pronunciation)  The student's ability to produce signs in a clear, comprehensible manner.

Grammatical Accuracy -- The appropriate use of directionality, word signs, noun placements, non-manual signals, negations, and other aspects.

Vocabulary -- The range of the student's signing.

Fluency -- The student's smoothness, continuity, and naturalness of the signing without pauses for rephrasing sentences or groping for words.

Comprehension -- The student's ability to understand and respond to statements or questions asked by the interviewer.

 

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