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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

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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
to Practice . . . . . . . . . . . . .30
See you tomorrow . . . .20
Hard of hearing . . . . . .12
to be Sad . . . . . . . . . . . . . . . .26
What is your name? . . . .9
He / she / it . . . . . . . . . . .6
What’s for homework? . .8
Same old, the usual . . . .5
2

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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.
K R I S
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
S E A N
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-
self lucky because
M A R C
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
3

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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.
4

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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
5

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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
”
6

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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
7

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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?
8

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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.
9

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Document Outline

• maslcover3b
• maslunit_1
• maslfngunit1

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