Where is it?
The students will ask about and respond to information about where particular items are located.
Play Clip 7.1a to review the signs for classroom objects.
Discuss the idea that an item has a location. If you are referring to an item that is physically present in the room (for example, TEACHER, TABLE, or BOOK) or is known to be in certain direction (FIELD, LIBRARY), you point towards where the item is. This is known as "real-world orientation". Facial expressions can also show how close or far away an item is. For example, clenching your teeth while signing CORNER IX-loc means that the corner is very close. Signing the same sentence with your mouth in an "mm" position means that the corner is further away.
Signed sentences use a pattern of placing concepts in order from the general (for example, a table) to the more specific (a stack of books on the table), for example:
| How many books are on the table? [Gloss: TABLE IX-loc; Non-manual signal: t] BOOK PILE-UP [Gloss: HOW MANY; Non-manual signal: whq]
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First, hand out Worksheet 7.3: Where is it?. Then, play Cip 7.1b: Prepositions so that students can learn how to sign where the things are located.
Ask them to note that there are two different ways to sign BEHIND, depending on whether the item they refer to is behind a person or behind an object.
Hand out copies of the sentence patterns from the Unit 7 overview and play Clip 7.2: Questions about things in the classroom to help the students to become familiar with the sentence patterns that they will need to use in the next task.
Play 10 or 20 questions
Where is it? One student is selected to go out of the room while the others hide an object somewhere or decide what the "hidden object" is going to be, for example, TABLE.
Next, they invite the student back into the room. This student asks a series of questions in an attempt to locate or pinpoint the designated object. Stick to the limit set (either 10 or 20 questions).
After that, have a round robin involving the whole class. One student begins by signing an item. The next student repeats the item and includes a new one, and so on
For example:
| I found a pen under the desk. IX-me FIND PEN, DESK UNDER IX-loc
| I found a pen and bag under the desk. IX-me FIND PEN BAG, DESK UNDER IX-loc
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Any student who repeats an item is out. Howveer, a student can add a number to an item to make it different.
For example:
| I found two papers, a bag, and a pen under the desk. IX-me FIND 2 PAPER, BAG, PEN TABLE UNDER IX-loc
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