U N I T O N E

Welcome!

Unit One Objectives

• To learn proper greetings and farewells in ASL

• To introduce yourself and others
• To learn basic ASL sentence structure
• To ask and answer questions
• To learn how to interact appropriately with Deaf people
• To learn the role of facial expressions and non-manual signals
UNIT ONE • Welcome!

Unit One Vocabulary

to be Absent . . . . . . . . . . . . . .30 Hearing . . . . . . . . . . . . .12 to be Scared, afraid . . . . . . . .26
Afternoon . . . . . . . . . . . .7 Hello . . . . . . . . . . . . . . . .4 School . . . . . . . . . . . . . .30
Again, repeat . . . . . . . .17 Hi . . . . . . . . . . . . . . . . . . .4 to See . . . . . . . . . . . . . . . . .20
American Sign Hold on . . . . . . . . . . . . . .8 Shoulder tap . . . . . . . . .14
Language . . . . . . . . . . .17
Homework . . . . . . . . . . .8 to be Sick . . . . . . . . . . . . . . . .26
Bathroom . . . . . . . . . . .17
I am, me . . . . . . . . . . . . .6 to Sign, sign language . . . .17
Blank face . . . . . . . . . . .26
I don’t mind . . . . . . . . .30 to be Sleepy . . . . . . . . . . . . . . .5
to be Bored . . . . . . . . . . . . . .26
I’m not, not me . . . . . . .29 Slow, to slow down . . .17
to be Busy . . . . . . . . . . . . . . . .5
to Introduce . . . . . . . . . . .12 So-so . . . . . . . . . . . . . . . .5
Can, may . . . . . . . . . . . .29
to Know . . . . . . . . . . . . . . .29 Take care . . . . . . . . . . .20
Can’t, may not . . . . . . .29
Last . . . . . . . . . . . . . . . .10 Thank you . . . . . . . . . . .17
to be Confused . . . . . . . . . . . .5
Later . . . . . . . . . . . . . . .20 They are . . . . . . . . . . . . .6
Deaf . . . . . . . . . . . . . . . .12
to Learn . . . . . . . . . . . . . . .17 to be Tired . . . . . . . . . . . . . . . .5
Deixis . . . . . . . . . . . . . . .6
to Like . . . . . . . . . . . . . . . .29 Today, now . . . . . . . . . .30
Don’t know . . . . . . . . . .29
Look at me . . . . . . . . . . .8 Tomorrow . . . . . . . . . . .20
Don’t like . . . . . . . . . . .29
to be Mad, angry . . . . . . . . . .26 Turn off voice . . . . . . . .14
Don’t understand . . . . .29
Me too, same here . . . .20 to Understand . . . . . . . . . .29
Due, to owe . . . . . . . . .30
to Meet . . . . . . . . . . . . . . .12 to Want . . . . . . . . . . . . . . .12
Evening, night . . . . . . . .7
Morning . . . . . . . . . . . . .7 We are, us . . . . . . . . . . . .6
to be Excited . . . . . . . . . . . . .26
Movie . . . . . . . . . . . . . .30 What’s up . . . . . . . . . . . .4
Eye contact . . . . . . . . . .8
My . . . . . . . . . . . . . . . . .12 Yes . . . . . . . . . . . . . . . . .17
Facial expressions . . . .26
Name . . . . . . . . . . . . . . .10 You are . . . . . . . . . . . . . .6
Favorite . . . . . . . . . . . .30
Nice . . . . . . . . . . . . . . . .12 You are (plural) . . . . . . .6
Fine . . . . . . . . . . . . . . . . .5
NMS: Head nod . . . . . .28
Focus, pay attention . . .8
NMS: Head shake . . . . .28
Friend . . . . . . . . . . . . . .12
NMS: Question-Maker .15 Key Phrases
to Go to . . . . . . . . . . . . . . .17
No . . . . . . . . . . . . . . . . .17
How are you? . . . . . . . .4
to be Good, well . . . . . . . . . . .5
No eye contact . . . . . . . .8 I’m fine . . . . . . . . . . . .4
Good-bye . . . . . . . . . . .20
Nothing, not much . . . . .5 Nice to meet you . . . . .12
Handwave . . . . . . . . . . .14
Please . . . . . . . . . . . . . .17 See you later . . . . . . .20
to be Happy . . . . . . . . . . . . . . .5 See you tomorrow . . . .20
to Practice . . . . . . . . . . . . .30
Hard of hearing . . . . . .12 What is your name? . . . .9
to be Sad . . . . . . . . . . . . . . . .26
He / she / it . . . . . . . . . . .6 What’s for homework? . .8
Same old, the usual . . . .5

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 Welcome! • UNIT ONE

Meet the Characters

Four characters highlighting the variety of backgrounds within the Deaf community are profiled throughout
Master ASL! Level One. They will present useful vocabulary, highlight aspects of Deaf culture, and share their
accomplishments and interests. You will realize that the lives of Deaf people are very much like your own.

KRIS
Kris is a university student
studying government and law
whose siblings, parents, and
grandparents are all Deaf.
An avid athlete, she loves
to snowboard, ski, and
SEAN play tennis. When she isn’t
studying, she can be
Sean lives in Boston, Massachusetts, and is the only found spending time
Deaf person in his family. Originally from Texas with her family and is
where he attended the Texas School for the Deaf, especially fond of story-
he now attends a public school and uses sign lan- telling competitions.
guage interpreters in his classes.

K E L LY
Kelly, like Sean,
is the only
Deaf person in
her family,
though she
considers her-
MARC self lucky because
her parents and
Marc, his brother, and a younger sister are Deaf; older brother all learned
his mother is hard of hearing, and his father is American Sign Language. Kelly
hearing. He plays football at a school for the enjoys drama, photography, and spending time on
Deaf, is a member of the speech and debate team her creative writing. She wants to teach Deaf children
and is involved in student government. He plans after college. A pet peeve? When hearing people say, “I’ll
on attending Gallaudet University, the world’s tell you later” or “It’s not important.”
only university for Deaf students.

In her role as an ASL teacher, Rita presents information that focuses on

ASL grammar and Deaf culture, gives tips on how to improve your
signing, and answers common questions students have about ASL.
For example, a frequent questions is: “What is the difference
between deaf and Deaf?” When deaf is not capitalized, it describes
one’s hearing status. When capitalized, Deaf describes those
individuals who are proud to be deaf and consider themselves
members of the Deaf culture. They use American Sign Language as
their preferred means of communication. R I TA

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 UNIT ONE • Welcome!

Greetings

Hello! Hi!

What’s up? How are you?

When signing to a friend, sign Hi!, but

with adults or people you don’t know
well, use the more formal Hello.
Whether you want to be formal or
casual, accompanying the sign with a
smile means a lot to both Deaf and
hearing people! What’s up? is an
informal way to ask How are you? in
both American Sign Language and
English. You can also sign What’s up?
What’s up? How are you?
one-handed, but both signs must
include raising your chin.

I’m fine.

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 Welcome! • UNIT ONE

Classroom Exercise A
1 Hello! Exchange greetings with a classmate and ask how he or she is doing.
2 How are you? Ask a partner to tell you how another classmate is doing.

How is he/she? He/she is happy.

3 Greetings. Look at the list of people in italics. Would you use What’s up? or How are you? to greet
them?
1. an acquaintance 4. your partner 7. buddy 10. school
2. parents 5. your ASL teacher 8. younger brother administrator
3. an ASL student 6. grandmother 9. teacher

Vocabulary How are you? & What’s up?

To be busy Confused Fine To be good, well To be happy

Nothing, not much Same old, the usual Sleepy So-so To be tired

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UNIT ONE • Welcome!

ASL Up Close
Conjugating Verbs: To Be

Deixis I am, me You are He, she, it is

Pointing is a logical feature of

a signed, non-spoken language.
It is not considered rude or
impolite. If a person or object
is not visible, point to an
empty space and continue
signing. Using the index finger
to point is called deixis.

We are, us You are (plural) They are

Classroom Exercise B
How is everybody? Sign each sentence in ASL following the example. Use deixis as needed.

1. They are busy. 5. She’s good.

2. She is happy. 6. I’m sleepy.
3. I am confused. 7. It’s so-so.
4. We are happy. 8. He’s fine.

FYI Don’t forget to point back

to the person.
I’m not too bad

“ American Sign Language is of great value to the deaf, but could also be of great benefit to
the hearing as well.... It is superior to spoken language in its beauty and emotional
expressiveness. It brings kindred souls into a much more close and conscious communion
than mere speech can possibly do.
” —Thomas H. Gallaudet, 1848

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 Welcome! • UNIT ONE

Vocabulary More Greetings

+
Afternoon Evening, night Morning

Classroom Exercise C
1 Greetings. Greet your classmates and ask how they are doing.
2 Dialogue. Work with a partner to sign a dialogue using vocabulary you’ve learned.
3 What time of day is it? Is it afternoon, evening, or morning in each illustration?

1 2 3 4

5 6 7 8

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UNIT ONE • Welcome!

Eyes on ASL #1
Maintain eye contact when signing to others or when others sign to you.

Maintaining eye contact does not mean staring. If you must look away, make the hold on sign first.

Which sign means focus or pay attention, and

Eye contact Hold on Look at me which means no eye contact ? How do you know?

Classroom Exercise D
1 Using Eyes on ASL. Work with a partner to sign a dialogue that includes signs learned in Eyes on
ASL #1.
2 Eye contact. What similarity do you see in the signs eye contact, look at me, and no eye contact? What
do you think it means?
3 Hold on. Practice using the hold on sign with your teacher or a classmate. What is a polite way of
signing hold on? What about a rude or impolite way?

Homework Exercise 1

A Teach a friend or family member how to

greet you in American Sign Language.
B Practice fingerspelling your first and last
name until you become comfortable
spelling quickly and clearly. Watch the DVD
for examples of fingerspelling.

Fingerspelling Names

What’s for homework?

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 Welcome! • UNIT ONE

I Want to Know . . . Eyes on ASL #2

Why do I have to point twice? Always use a closing
signal to complete a
Pointing back to yourself or the person you’re talking about signed sentence.
shows completion of a train of thought. This allows somebody
else to begin signing without interrupting you. Using deixis at the ASL sentences lacking closing
end of a sentence is called a closing signal. Closing signals are signals are incomplete.
especially important when asking questions using the Question-
Maker (page 15) or the WH-Face (page 42). Remember to use a
closing signal when:
Making a statement or comment about yourself or
somebody else.
Asking a question.

Names

What is your name?

My name is Kelly Boyd.

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UNIT ONE • Welcome!

Classroom Exercise E Eyes on ASL #3

There is no such thing as a
one-word answer or reply in
American Sign Language.

When responding to a question or state-

ment, one-word replies are incomplete.

Name Last Deaf Culture Minute

1 Introduce yourself to your classmates, finger- Introductions in the Deaf
spelling your complete name carefully. community tend to include both
2 Practice signing each sentence in ASL. first and last names. Often, new
acquaintances know relatives or
1. She is Nina Patel. 6. My name is __?__. have friends in common. Many Deaf people
2. My name is Cheryl. 7. She is Erin. have stories about meeting a friend of a
3. He’s Tyler Brophy. 8. His name is Jeff. friend in other cities, states, and even
4. I’m Niki, he’s Aaron. 9. Her name is Lisa. countries! How is this similar or different
5. He’s Luis Cortez. 10. Her name is __?__. from your own community?

Classroom Exercise F
1 What are their names? Provide each person’s name in a complete ASL sentence, following the example.

1 2 3 4 5

2 What is your name? Ask classmates for their names. Fingerspell it back to make sure you’re right.
3 First & last. Practice fingerspelling the first and last names of your classmates. Pause slightly
between the first and last name.

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 Welcome! • UNIT ONE

Introductions

I want to introduce my friend.

Her name is Lisa.

Introductions in the Deaf community vary depending on whether one is hearing or Deaf. If you are Deaf, back-
ground information like where one goes or went to school is exchanged. If you are hearing, then you will be
introduced as a hearing person who knows or is learning American Sign Language. This exchange of information
allows everybody to understand where he or she is coming from and reduces cultural misunderstandings. It is
culturally appropriate to shake hands when meeting new people or greeting friends. Like many hearing people,
Deaf friends often hug each other when saying hello and good-bye.

Classroom Exercise G
1 Classroom introductions. Introduce two classmates to each other.
2 Introductions. Sign the following dialogues in pairs or groups of three as needed. Use deixis to sign “this.”
Dialogue 1 Dialogue 2
Student A. Hi! How are you? Student A. What’s up? How are you?
Student B. I’m fine. How are you? Student B. I’m busy. How are you?
Student A. I’m good. I’m Eric Morse. Student A. Same old. I want you to meet my
I’m Deaf. friend Cara.
Student B. Hi, my name is Chris Sarn. I’m Student B. Hi, Cara. How are you?
hearing. Student C. I’m fine. Nice to meet you.

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UNIT ONE • Welcome!

Vocabulary Introductions

Deaf Friend Hard of hearing Hearing

To introduce To meet My Nice

Nice to meet you To want

➥ Accent Steps
When fingerspelling your complete name, you FYI Use deixis
don’t need to sign last name between the first instead of the sign my when
and last name. Just pause briefly and continue on! signing “My name is...”

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 Welcome! • UNIT ONE

Classroom Exercise H
Introducing a Friend
Dialogue. Practice signing the
dialogue with a classmate.
Answer the comprehension
questions when done.

1 Comprehension. Answer each question in ASL.

1. Who is Deaf? Who is hearing? FYI These blue segments
show the completion of a thought or
2. Is Lisa a friend of Kris or Sean?
3. Who introduced Lisa? concept, like punctuation markers.
When signing classroom or homework
exercises, take a slight pause each time
2 Sign the dialogue with a different partner. you see the blue marker.

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UNIT ONE • Welcome!

Deaf Culture NOT E

Interacting with Deaf People

As a student of American Sign Language, learn how to interact with the Deaf community by becoming famil-
iar with Deaf cultural behaviors that differ from the way you are used to doing things as a hearing person.
One cultural behavior you’ve already learned is that it is considered rude to break eye contact when signing
with Deaf people, which for most hearing people is often difficult. Think of how often you turn your head in
the direction of sound and you can realize it will be a challenge to break this habit!

G E T T I N G AT T E N T I O N

Getting the attention of a Deaf person is

different from the way you interact with
hearing people. Many hearing people
tend to work harder than necessary to
gain a Deaf individual’s attention by
wildly swinging their hands in the air,
stomping on the floor, or flashing over-
head lights in a strobe-like pattern. None
of this is necessary! Gently tapping the
Deaf person’s shoulder or slightly waving
a hand in his or her direction until you
are noticed is the most effective and Shoulder tap Handwave
considerate way to get attention.

VOICES

Using your voice to talk to another hearing individual instead of signing

when a Deaf person is near is considered rude. Develop the habit of always
signing when you know a Deaf person is in the same room with you. This
way, everybody has equal access to what is being communicated. If you
must speak to a hearing person who doesn’t know ASL, then tell your Deaf
friend or teacher that first, before speaking. You may be surprised to learn
that most Deaf people know when hearing people are talking, even if
someone is whispering. How so? Remember, Deaf people rely on their
vision far more than hearing people do! Your teacher may remind you to
Turn off voice turn off voice if you’re being rude in class.

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 Welcome! • UNIT ONE

Classroom Exercise I
1 Questions. Use the Question-Maker with the vocabulary on 1 2
the right to make a complete sentence.

3 4

2 Responses. Use the signs yes or no in response to the same

questions in Part 1. An example is provided.

FYI Slowly shake

your head during sentences
beginning with no.

ASL Up Close

The
Question-
Maker

Raising your Question-Maker I’m going to the bathroom.

eyebrows
forms the Question-Maker, an
expression that shows you are
asking a question. Keep the
eyebrows raised until you’ve
completed signing the question.
In the example, notice the only
difference between a question
and a comment is the facial
expression. The signs them- Am I going to the bathroom?
selves remain the same.

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UNIT ONE • Welcome!

Classroom Exercise J
1 Community. You are about to attend your first Deaf event. Practice how you would introduce
yourself and explain you are learning ASL.
2 Language differences. Practice signing each sentence. When done, translate them into written
English. What differences do you see between ASL and English?

➥ Accent Steps
Do you “talk” silently while signing? Some hearing people do this out of habit, and others think it helps Deaf
people lipread. Only about 30% of the English language can be lipread. Deaf people lipread English, not
American Sign Language, so don’t mix the two. Sometimes a Deaf person will “talk” silently to help hearing
people understand what is being signed, but don’t with those who understand ASL. You will learn the role
the lips have as part of the non-manual signals used in ASL. In the meantime, don’t pronounce the English
translation on your lips while signing!

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 Welcome! • UNIT ONE

Vocabulary Making Conversation

American Sign Language Bathroom To go to To learn No

Please Again, repeat To sign, Slow, Thank you Yes

sign language to slow down

Classroom Exercise K
1 Making conversation. Complete the 2 More conversation. Fill in the blanks with
sentence using appropriate vocabulary, and appropriate vocabulary and sign it to a
sign it to a classmate. Repeat when done. classmate. Repeat when done.
1. Hello, my name is _____. 1. Hi, what’s up? Nice _____ you.
I’m learning _____. 2. Are you _____?
2. What is _____ name? Are you Deaf? 3. _____ hearing. _____ learning ASL.
3. Please _____ slowly. 4. Please _____ again.
4. I want to meet _____. What is your 5. I _____ learn sign language.
name?
5. I’m hearing. Are you? 3 Dialogue. Create a dialogue with a partner
using vocabulary you’ve learned.

➥ Accent Steps
When you use deixis, look towards the area you’re pointing to. This is called eye gaze and helps “hold” that
location for the person or thing you’re signing about.

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UNIT ONE • Welcome!

Classroom Exercise L
1 Asking questions. Use the Question-Maker to ask a partner several questions. Be sure to respond
in a complete sentence, including a closing signal. When done, switch roles and repeat the exercise.

Are you learning how to sign?

Yes, I’m learning how to sign. / Yes, I’m learning sign language.

1. Are you learning sign language?

2.
3.
Are you hearing?
Do you want to learn ASL?
FYI A widespread pet peeve in the
Deaf community is someone who says death
4. Do you want to meet my friend? instead of Deaf, especially when they ask “Are
5. Good morning. How are you? you death?”

2 Correcting information. Work with a partner and ask him or her each question. Your partner
will respond according to the information in bold. Switch roles and repeat.
1. Is he/she paying attention? (Yes, he/she is paying attention.)
2. Are you sick? (No, I’m fine.)
3. Do they want to learn ASL? (Yes, they want to learn sign language.)
4. Are you sleepy? (Yes, I am sleepy.)
5. Are you Deaf? (No, I am hearing.)

3 Dialogue. Work with a partner to make a dialogue about a hearing ASL student meeting a
Deaf person.

Homework Exercise 2
A Write a dialogue between two or more characters in which everybody is introduced. Use deixis, eye
gaze, and the ASL vocabulary you’ve learned so far. Prepare to sign the dialogue with a partner.
B Prepare to introduce yourself formally to your classmates in American Sign Language. Practice
greeting signs and fingerspelling your name clearly.
C Write assignments A or B in ASL gloss.

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 Welcome! • UNIT ONE

Signing Good-bye

The sign
good-bye is a
I’m happy to have met you! well-known way to say fare-
well. Signing take care is an
informal way to say good-bye.
Often, good-byes are never
complete until plans are made
for the next time friends will
see each other again. Shaking
hands and hugging is common.
It is considered impolite and
rude to leave a group of Deaf
friends without saying good-bye
to each person, which means
Me too! I’ll see you tomorrow. farewells can take a long time!
Is this similar to how
hearing people leave
groups of friends?

Good-bye.
Watch Marc
and Kris sign
farewell on
your student
DVD.

Yes, tomorrow morning. Take care!

➥ Accent Steps
Don’t add the separate sign for you
when signing see you later or see you
tomorrow.

Good-bye!

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UNIT ONE • Welcome!

Classroom Exercise M
1 Farewells. Practice signing good-bye with your classmates. When will you see them again?
2 Dialogue. Create a dialogue with a partner that includes greetings, introductions, and farewells.
3 Conversation. Complete each sentence with signs from the vocabulary section below.

2 3

Vocabulary Farewells

Good-bye Later Me too, same here To see, to see you

See you later See you tomorrow Take care Tomorrow

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 Welcome! • UNIT ONE

Classroom Exercise N
Grammar review. Can you spot the errors in each sentence? Identify the error and sign the corrected
sentence.

1 2

Homework Exercise 3
A Practice signing three different ways of saying farewell with a friend. Practice the farewells until you
sign them clearly.
B Create 5 incorrect ASL sentences, similar to those seen in Classroom Exercise N. Explain why each
sentence is wrong and how to correct them.

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UNIT ONE • Welcome!

Focus: How do people learn

The majority of Deaf people are raised in families where
deafness is not common. Approximately 10 percent of
Deaf people have Deaf parents and grow up in families
where American Sign Language is used daily. When these
two populations came together at schools for the deaf,
those who did not know sign language, learned from the
Deaf children with Deaf parents. Often, the use of sign
language was forbidden at schools for the deaf but the
desire for a natural, visual language could not be
suppressed. Many Deaf people can share stories of only
being allowed to sign when class was not in session. Suppressing the learning and use of sign
Hearing people who learned ASL tended to be children of language has taken many forms across
deaf adults or individuals who the centuries.
worked with the deaf. Courtesy: Signum Verlag

In the 1960s, ASL gained recognition as a unique language different

from English. In the 1970s, schools for the Deaf began using ASL to
teach their students and sign language classes for hearing people
mushroomed across the United States. By the 1980s, the Deaf
community was considered a cultural minority rather than a
group of disabled persons, an important change based largely on
the successful Deaf President Now movement at Gallaudet
University, the world’s only university for the Deaf. At the
same time,
Deaf accom-
plishments in the arts,
film, and television brought wider
exposure to the Deaf community. By the
1990s, American Sign Language became the fastest growing
language offered as a second or foreign language, a trend that
continues today.

The best way to learn any language, including ASL, is to

immerse yourself in the community where the language is
used. Make Deaf friends and attend Deaf sporting, theatrical,
and social events when invited. You will quickly realize there
is a different “Deaf World” to learn about and participate in,
provided you make the effort to sign. As a student learning The Deaf President Now movement
ASL, it is up to you to learn the language and culture of the is considered the breakthrough
Deaf community. You can do this by being open-minded, event that focused the world on
practicing, and taking an interest in the Deaf community. the abilities, language, culture, and
community of the Deaf.
Courtesy: Gallaudet University

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 Welcome! • UNIT ONE

American Sign Language?

As a student studying American Sign Language, the following principles will help prepare you to learn this
challenging visual language. The most fundamental and essential point is to recognize and accept that
American Sign Language is not English. ASL has its own grammar, structure, and nuances that are designed
for the eye, not for the ear, unlike spoken languages. Remember that ASL makes visual sense and was devel-
oped to serve the language needs of a community of people who do not hear. Other considerations to keep
in mind:

One word in English can have

many separate signs in ASL,
depending on the concept.
For example, the word “get”
and “got” in the following
sentences each uses a
different sign.

Can you figure out which sign To understand To have Shoulder tap
matches each sentence?

1. Please get the book . . .

2. Please get him . . .
3. I don’t get it . . .
4. I get tired . . .
5. I got home . . .
6. I’ve got it . . .

To arrive To get something To become

Though it’s a challenge, try not to translate word for word or sign by sign. Try to visualize the concept
instead. Likewise, don’t worry about not knowing specific signs for the particular English phrase you have
in mind; try to communicate your concept by pointing, miming, and using other signs you know rather
than fingerspelling the unknown term.

Don’t fall into the habit of “talking silently” or whispering while you sign. You will learn how ASL uses the
lips as part of its grammar. Some students rely on lipreading rather than signing skills, a sure way to
become frustrated since most of the English language cannot be lipread! Using ASL signs while talking or
“mouthing” English is not ASL.

As a beginning signer, you will naturally want to keep your eyes on the hands of the person who is
signing. With exposure and practice you will learn to watch the signer’s hands, face, and eyes nearly
simultaneously. ASL is not only comprised of signs but also includes specific mouth movements and head
shakes and nods. Eye contact informs the signer that you’re paying attention!

Practice ASL and make Deaf friends and acquaintances in your community. Before long you’ll be given the
compliment, “You sign like a Deaf person!”

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UNIT ONE • Welcome!

I Want to Know . . .
Where are all the “little” words like is, to, and are?

This question is often asked by beginning American Sign Language students. It is part of a much bigger
question: Is ASL like English, except that it’s signed instead of spoken? The answer is no, not at all. Just as
Japanese, Spanish, and Latin are not English, neither is ASL. All languages have different ways of putting
words together into correct sentences. If you translate an English sentence word for word into any other
language, or use ASL signs in English word order, the results don’t make sense. The grammar and syntax
(the order in which words are put together) of ASL is different from English. ASL does not need separate
“little” words because these words are already included in each sign.

For example, look at the sign thank you. Even though English requires two words
to make sense (the verb “to thank” and the object “you”), ASL uses one sign that
incorporates both the verb and the object. How so? Where does the thank you sign
point toward? The object, or you. Still unsure? What would happen if you added the
sign you to thank you? It would “look funny” and make as much sense in ASL as
saying “thank you you” does in English! Take a look at the ASL sentence below. Its
English translation is “My name is Kelly.” The sentence can be broken down and
analyzed sign by sign: Thank you

Deixis conveys
the verb “to be”
whether it’s a
person or thing: I
am, you are, it is,
we are, they are.

I am Named Kelly

Because ASL is a “real” and separate language different from English, it is important that you learn how to
use the language properly. This means respecting the language for how it is structured, instead of wondering
why it isn’t like your own spoken language!

Classroom Exercise O
1 Little words I. Sign each phrase or sentence in ASL.
1. She is happy. 4. They are busy.
2. My name is _____. 5. _____ is named _____.
3. He wants to learn ASL. 6. We are _____.

2 Little words II. Work with a partner to develop several sentences of your own similar to those in Part I.

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 Welcome! • UNIT ONE

ASL Up Close
Facial Expressions & Non-Manual Signals

One noticeable difference between American Sign Language and English is the use of facial expressions and
non-manual signals. Non-manual signals (abbreviated NMS) are the various parts to a sign that are not
signed on the hands. For example, ASL adverbs are made by the eyes and eyebrows, and ASL adjectives
use the mouth, tongue, and lips. One important group of NMS are facial expressions, which convey your
tone of “voice” while you sign. Your facial expressions should match the meaning and content of what
you’re signing so if you’re signing I am happy, then look happy!

Why doesn’t the

example make sense?
How can you make
the sentence clearer?

Changing a facial expression modifies the meaning of the sign, even if the sign itself doesn’t change. Think
of facial expressions as occupying positions on a scale, like the one shown below. Unlike English which
uses separate words to describe related meanings, ASL uses related facial expressions with the base
meaning of a sign.

No meaning Not scared at all Scared Very scared Terrified

Classroom Exercise P
1 Facial expressions. Using one sign you know, how many different meanings can you make by changing
facial expressions?
2 Comparisons. Use the correct sign with various facial expressions to show the difference between
each meaning.
1. I’m not afraid . . . . . afraid . . . . . terrified. 6. I’m not sad . . . . . sad . . . . . terribly sad.
2. I’m not busy . . . . . busy . . . . . overwhelmed. 7. I’m not tired . . . . .tired . . . . .exhausted.
3. I’m not bored . . . . . bored . . . . . incredibly bored . 8. I’m not excited . . . . . excited . . . . . enthusiastic.
4. I’m not sick . . . . . sick . . . . . deathly ill. 9. I’m not angry . . . . .angry . . . . .furious.
5. I’m not stressed . . . . . stressed . . . . . stressed out. 10. I’m not happy . . . . .happy . . . . .joyous.

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UNIT ONE • Welcome!

Classroom Exercise Q
Eyebrows and more! As you make each facial expression, think about the meaning behind the face.
When would you use it?

1 2 3 4 5

6 7 8 9 10

Vocabulary Signing with Facial Expressions

Blank face To be bored To be excited Facial expressions

To be mad, angry To be sad To be sick To be scared, afraid

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 Welcome! • UNIT ONE

Classroom Exercise R
1 Using non-manuals. What can you say about each illustration? An example is provided.

1 2 3 4 5

2 Matching. Pair the vocabulary word with the NMS or facial expression that best matches.

1. Blank face 3. Sick 5. Happy 7. Tired 9. Good

2. Sad 4. Afraid 6. Bored 8. Confused 10. Busy

A B C D E

F G H I J

➥ Accent Steps
It is normal to feel awkward or uncomfortable making facial expressions at first, but with practice you will
become more confident and skilled. Without them you can’t sign questions, show interest, or carry on a
satisfying conversation. Think of learning facial expressions as a fun challenge!

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UNIT ONE • Welcome!

Using Non-Manual Signals

Head shake Head nod

You have already begun using

two important non-manual
signals when you sign yes or no.
These signs must be paired with Yes, I am Mia.
two NMS called the head nod
and the head shake. Use these
non-manual signals when using
yes or no or when you affirm or
negate sentences. Gently nod or
shake your head while signing
your sentence instead of wildly
exaggerating your head move-
ment! Look at the examples to
see how these NMS are used in
ASL sentences.
No, I’m not Deaf

Homework Exercise 4
A Most people use some sort of facial expression in every language. What are three facial expressions
you tend to use most often? When do you use these expressions? Prepare to show the facial
expressions to your classmates.
B How many different meanings can you create by changing facial expressions with the signs bored,
fine, sad, sick, afraid, and excited? Make a list of the meanings you develop and practice each facial
expression.

Classroom Exercise S
NMS. Use the correct NMS while signing each sentence.
➥ Accent Steps
You don’t need a separate sign for
1. I’m not Deaf. I’m hearing. 4. They aren’t sick. don’t or not. Just use the head shake
2. Yes, I’m learning how to sign. 5. We’re not busy. while signing the sentence.
3. I didn’t go to the bathroom.

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 Welcome! • UNIT ONE

Classroom Exercise T
1 Q & A. Sign each sentence to a partner, who will respond using the information in bold. When done,
switch roles and repeat the exercise.
1. Can I go to the bathroom? (No, you can’t.)
2. Do you understand the homework? (Yes, I understand the homework.)
3. I’m not Marie. I’m Pat. (I didn’t understand. Please sign it again.)
4. I don’t understand. Do you? (No, I don’t understand.)
5. We don’t know his/her name. (I know his/her name. He/she is _____.)

2 Dialogue. Work with a partner to sign the dialogue in ASL.

Alan Hi! My name is Alan. What’s your name?
Holly My name is Holly. Nice to meet you!
Alan Are you Deaf?
Holly No, I’m hearing. I’m learning ASL. Do you know how to sign?
Alan Yes, I can sign.
Holly Are you Deaf?
Alan
Holly
No, I’m not Deaf. I’m hearing. I sign okay. I want to sign well.
Me too! I want to understand ASL.
FYI
Use so-so for
Alan Do you want to meet me tomorrow morning? okay, and good
Holly Yeah! I’ll see you tomorrow! for well.
Alan Good-bye!

Vocabulary Using NMS

Can, may Can’t, may not Don’t know Don’t like Don’t understand

I’m not, not me To know To like To understand

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UNIT ONE • Welcome!

Classroom Exercise U Eyes on ASL #4

When signing yes,
1 Using NMS. Sign the phrase or sentence using the correct NMS. nod your head;
1. I’m not absent. 4. I don’t mind. when signing no,
2. Not today. 5. We don’t understand. shake your head.
3. The homework isn’t due. 6. They don’t like the movie.
Combining a sign and head
shake negates the meaning
2 More Q & A. Sign each sentence to a partner, who will respond
from positive to negative.
using the information in bold. When done, switch roles and
repeat the exercise.
1. Do you want to go to a movie? (Yes, tomorrow night.)
Do you like scary movies? (So-so.)
My favorite movie is _____. Do you like it? ( ? )
2. My friend is absent today. Do you know what’s for
FYI Practice also
means exercise, as in
homework? (Yes, practice ASL.) “Exercise U.”
Is the homework due tomorrow? (Yes, the homework is
due tomorrow.)
Thank you! (You’re welcome.)

Vocabulary Conversation

To be absent I don’t mind Due, to owe Favorite

Movie To practice School Today, now

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 Welcome! • UNIT ONE

Classroom Exercise V
Asking & Answering Questions. Your partner will ask you a question. Respond in a complete ASL
sentence. Switch roles and repeat when done.

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UNIT ONE • Welcome!

Classroom Exercise W
1 Contrasts. A partner will sign the first sentence to you. Use the information in parentheses to sign a
complete sentence in response.
1. They don’t know my name. (Yes, they do.)
2. He isn’t paying attention. (No, he isn’t. He doesn’t have eye contact.)
3. Are you sick? (No, I’m not.)
4. I like learning ASL. (Me too.)
5. We’re very busy today! (Yes, a lot of practice!)

2 Dialogue. Work with a partner and create a dialogue using at least three of the following prompts.
1. Exchange greetings and names
2. Ask if one is Deaf, hearing, or hard-of-hearing
3. Ask if one knows, or is learning, ASL FYI Use a facial expres-
sion to sign “a lot of.” What kind of
4. Ask where one goes to school
5. Ask a signer to slow down and repeat something face would show this meaning?
6. Say good-bye and state when you will meet again

Deaf Culture Minute

The best way to learn any language is
➥ Accent Steps
If you use the Question-Maker with
to socialize with the people who use it. I don’t mind, then it becomes a question:
Go out and meet Deaf people in your local community. Do you mind?
As you make friends and practice, you’ll see your
signing skills improve quickly!

Homework Exercise 5
A Practice signing each sentence in ASL.
1. I’m not Deaf, I’m hearing. Are you Deaf?
2. Sara is not absent today.
3. I don’t understand you. Do you mind repeating?
4. He’s very sick. He can’t go to school today.
5. We didn’t like the movie. We couldn’t understand it!

B Write five sentences in English using vocabulary you’ve learned so far that includes facial
expressions and non-manual signals. Be ready to turn in the sentences.
C Write Classroom Exercise V in ASL gloss using your Student Companion for help.

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 Welcome! • UNIT ONE

Journal Activities

1 What do you think being Deaf is like? What sorts of experiences do you think a Deaf individual would
have? In what ways do you imagine being Deaf is different from your own life? How is it similar?
2 Write a reflection on the poem “Listen to Me.” What is the author’s point? What messages does she
convey in the poem? What issues, concerns and frustrations does she allude to? What successes?

Listen to Me
I may not hear you, Heather Whitestone showed you Now, let me show you
But I can listen, That I can be beautiful. That I can be a friend.
Listen to your hands, Marlee Matlin showed you I have things to tell you.
Your face and your eyes. That I can be in movies. Listen to me.
All I ask of you Thomas Edison showed you
Is that you do the same. That I can make history.
— Tawnysha Lynch
Listen to the words Ludwig van Beethoven showed you
That I want to tell. That I can make music.
Look past hearing aids Sir John Warcup Cornforth showed you
And see the real me. That I can win the Nobel Prize.
Look at what I can be Konstantin Tsiolkovsky showed you
Not what I cannot. That I can send rockets to the moon.
Helen Keller showed you
That I can overcome anything.

3 What experience/s, if any, have you had with Deaf individuals? Describe the encounter/s, how you
realized he or she was Deaf, and any thoughts or feelings you recall about the experience.

http://Search Search the web for more information:

• Marlee Matlin • Heather Whitestone • Helen Keller

• Thomas Edison • Ludwig van Beethoven • Konstantin Tsiolkovsky
• Sir John Warcup Cornforth

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UNIT ONE • Welcome!

Unit 1 Review

A Explain how each function of ASL grammar is used in ASL, providing an example in a complete
sentence.
1. Eye contact 3. Closing signals
2. One-word replies 4. Non-manual signals

B Introduce a hearing friend to a new Deaf friend of yours. Include the following:
1. Attention-getting 3. Exchanging names 5. Who’s learning ASL
2. Greetings 4. Whether Deaf or hearing 6. Farewells

C Identify and correct any errors in the following sentences. Explain to a partner or friend why the errors
are wrong and how to fix them. Explain how each function of ASL grammar is used in ASL, providing
an example in a complete sentence.

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 Welcome! • UNIT ONE

Unit 1 Review
4

5
4

D You will meet a potential Deaf friend for the first time. Prepare to introduce yourself and say a little
about who you are and what you like. Include topics like your favorite movie title, that you’re an ASL
student, and how you are doing. Be ready to ask a few questions of your own, so you can get to know
him or her better!

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