#

Katja Krajnc, Marjetka Štampek, Simona Zupan Šmigič DO YOU





UNDERSTAND ME 1


Teacher's book


for communication in Slovenian language

and Slovenian sign language

for adapted primary school programme

of equal educational standard

in first grade

Katja Krajnc, Marjetka Štampek, Simona Zupan Šmigič DO YOU





UNDERSTAND ME 1


Teacher's book


for communication in Slovenian language

and Slovenian sign language

for adapted primary school programme

of equal educational standard

in first grade





TABLE OF CONTENTS





DO YOU UNDERSTAND ME 1


Teacher’s book for communication in Slovenian language and Introduction .................................................................................................................................. 4

Slovenian sign language for adapted primary school programme Review .......................................................................................................................................... 5

of equal educational standard in rst grade

Methodological and didactic recommendations ....................................................................... 8

Title of the original: Me razumeš 1; Priročnik za učitelje za komunikacijo v slovenskem in slovenskem znakovnem jeziku za prilagojeni izobraževalni program z enakovrednim School

izobrazbenim standardom v prvem razredu

Vocabulary (English) and grammar (Slovenian language) ................................................10

© National Education Institute Slovenia

The rst edition was published originally in Slovenian in 2019.

Vocabulary (International sign language) and grammar (Slovenian sign language) ......11

© for the original: National Education Institute Slovenia, 2019

Activities ...............................................................................................................................12

© for the English edition: Institute for the Deaf Ljubljana, 2022

Home and family

Authors: Katja Krajnc, Marjetka Štampek, and Simona Zupan Šmigič Vocabulary (English) and grammar (Slovenian language) ................................................16

Reviewers: dr. Marjetka Kulovec, dr. Matic Pavlič, Mateja Frangež, and Živana Rusić Translation: Sabina Gramc Lokar

Vocabulary (International sign language) and grammar (Slovenian sign language) ......17

Design and illustration s: Davor Grgičević Activities ...............................................................................................................................18

Sign language illustrations: Davor Grgičević Video production: Bojan Mord,

Sign language interpreters: Maja Kuzma Ganić, Bojan Mord, and Suzana Demir Numbers and animals

Vocabulary (English) and grammar (Slovenian language) ............................................... 22

Published and issued by: National Education Institute Slovenia Vocabulary (International sign language) and grammar (Slovenian sign language) ..... 23

For the Institute: dr. Vinko Logaj

Activities .............................................................................................................................. 24

Publisher editor: Andreja Nagode

Graphic prepress: Davor Grgičević

Translation of International sign language illustrations into English .................................... 29

Electronic edition

Ljubljana, 2022

About the authors ...................................................................................................................... 34

About the reviewers ................................................................................................................... 35

The publication is available at

References ................................................................................................................................. 36

https://zavod.splet.arnes.si/e-knjiznica/

Supplements .............................................................................................................................. 37

Attribution NonCommercial NoDerivatives (BY-NC-ND) LEGEND

WATCH THE VIDEO

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici COBIS.SI-ID 147813891

STUDENTS BOOK PAGE 16-17

ISBN 978-961-03-0459-3 (PDF)

3





TABLE OF CONTENTS





DO YOU UNDERSTAND ME 1


Teacher’s book for communication in Slovenian language and Introduction .................................................................................................................................. 4

Slovenian sign language for adapted primary school programme Review .......................................................................................................................................... 5

of equal educational standard in rst grade

Methodological and didactic recommendations ....................................................................... 8

Title of the original: Me razumeš 1; Priročnik za učitelje za komunikacijo v slovenskem in slovenskem znakovnem jeziku za prilagojeni izobraževalni program z enakovrednim School

izobrazbenim standardom v prvem razredu

Vocabulary (English) and grammar (Slovenian language) ................................................10

© National Education Institute Slovenia

The rst edition was published originally in Slovenian in 2019.

Vocabulary (International sign language) and grammar (Slovenian sign language) ......11

© for the original: National Education Institute Slovenia, 2019

Activities ...............................................................................................................................12

© for the English edition: Institute for the Deaf Ljubljana, 2022

Home and family

Authors: Katja Krajnc, Marjetka Štampek, and Simona Zupan Šmigič Vocabulary (English) and grammar (Slovenian language) ................................................16

Reviewers: dr. Marjetka Kulovec, dr. Matic Pavlič, Mateja Frangež, and Živana Rusić Translation: Sabina Gramc Lokar

Vocabulary (International sign language) and grammar (Slovenian sign language) ......17

Design and illustration s: Davor Grgičević Activities ...............................................................................................................................18

Sign language illustrations: Davor Grgičević Video production: Bojan Mord,

Sign language interpreters: Maja Kuzma Ganić, Bojan Mord, and Suzana Demir Numbers and animals

Vocabulary (English) and grammar (Slovenian language) ............................................... 22

Published and issued by: Institute for the Deaf Ljubljana Vocabulary (International sign language) and grammar (Slovenian sign language) ..... 23

For the Institute: Bernarda Kokalj

Editor: Valerija Janhar Černivec

Activities .............................................................................................................................. 24

Graphic prepress: Davor Grgičević

Translation of International sign language illustrations into English .................................... 29

Electronic edition

Ljubljana, 2022

About the authors ...................................................................................................................... 34

About the reviewers ................................................................................................................... 35

The publication is available at

References ................................................................................................................................. 36

https://zavod.splet.arnes.si/e-knjiznica/

Supplements .............................................................................................................................. 37

Attribution NonCommercial NoDerivatives (BY-NC-ND) LEGEND

WATCH THE VIDEO

Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici COBIS.SI-ID 147813891

STUDENTS BOOK PAGE 16-17

ISBN 978-961-03-0459-3 (PDF)

3

INTRODUCTION

holding a PhD in Translation Studies. The videos were recorded and edited by Bojan Mord, a deaf teacher at ZGNL. In video content creation we had the help of deaf sign language interpreters The Student's Book and the Teachers Book Do you understand me 1 are used for teaching Maja Kuzma Ganić and Bojan Mord, and sign language interpreter Suzana Demir, a child of deaf Slovenian language and Slovenian sign language. We translated them into English and parents (CODA). They also interpreted the content into International sign language.

International sign language to enable practitioners from other countries to adapt the examples of International sign language is the result of the desire to overcome the communication barriers good practice in developing an approach to teaching sign language to beginner students.

between the deaf of different nationalities and the wish for simple communication. It was created Student's Book for communication in Slovenian language and Slovenian sign language is the first to meet the needs of the deaf who wanted to communicate at international seminars, of three Student's Books and is intended for the children who are just starting to acquire their conferences, sports and other events, and other gatherings. It represents a universal language first language, presumably in the first grade of primary school. At the beginning of their which is commonly accepted in everyday use, but is not standardised and there is no official schooling, some children have not yet acquired any language, or they have acquired only some version or official grammar. In ISL there are many simplifications (but not by truncating and language elements and a very limited vocabulary. Student's Book Do you understand me 1

simplifying information) and it is quite semantically dense. There is greater emphasis on facial enables a systematic acquisition of both languages: Slovenian language and Slovenian sign expressions, and body language than on individual gestures. However, we need to point out that language.

the language is alive and continually changes and develops naturally in response to the needs of its deaf users, so certain signs may emerge and after a certain time fall out of use.

It consists of three chapters with topics familiar to children at the beginning of their schooling: School, Home and Family, Numbers and Animals. The two languages are separated by colour and by page. For the text in the Slovenian language we followed the guidelines of special education teachers and used the font, font size, and background colour which enable easy reading.

REVIEW

The first part of the Teacher's book comprises the introduction, expert opinions, and general The Student's Book Do you understand me 1 looks deceptively simple. This is a deliberate choice methodological and didactic recommendations. In the second part, each chapter begins with a because it is written for two of the most vulnerable groups of children: Slovenian sign language separate description of the specific vocabulary and grammatical patterns in Slovenian language users and children already showing difficulties when learning their first language, whether it is and vocabulary and grammatical patterns in Slovenian sign language, followed by activities for the Slovenian language or Slovenian sign language. Behind the simple form of the Student's each chapter. We also included the page numbers in the Student's Book with these activities, Book there is a well-thought-out structure, developed through years of practical experience and worksheets, the Appendix, and the videos. Next to the video icon there is a QR-code which allows efforts which several decades ago managed to overcome the ban on the use of Slovenian sign you to access the video immediately. The videos are interpreted from Slovenian sign language to language. After its reintroduction Slovenian sign language was, as a rule, only used at school International sign language. In the third part there is a table with descriptions of signs with with the Slovenian language as part of the total communication approach. Influenced by examples, followed by a translation of the illustrated signs in the Student's Book, arranged by research, examples of good practice abroad, and their own observations, teachers and other page. In some examples different variants of sign language use are also given.

experts at ZGNL began to treat Slovenian sign language as an independent language. The result of progress towards independence is also this Student's Book, in which the two languages are Student's Book allows for separate learning of both languages. We need to be aware that each clearly separated. Their side-by-side placement gently guides the students into a subconscious language has its own rules and grammatical structure. We do not mix the languages. We set the comparison of the languages, which is a good basis for later conscious language and grammar time and place when we e.g. use only sign language.

learning.

The Student's Book and the Teacher's Book Do you understand me 1 are the result of the need Matic Pavlič, Ph.D. in General Linguistics,

for such material, previously not available in Slovenia. It stems from the respect for Slovenian explores Slovenian sign language, among others in the project sign language and its users and the authors' 30 years of experience in working with children who Priročna video slovnica slovenskega znakovnega jezika are deaf, hard of hearing or have other speech and language impairments.

(a Slovenian sign language video dictionary).

It is worth noting that all three Slovenian centres for hearing and speech participated in the creation of the material, not only Zavod za gluhe in naglušne Ljubljana (ZGNL; Institute for the Deaf and Hard of Hearing Ljubljana) but also Center za sluh in govor Maribor (CSGM; Centre for Hearing and Speech Maribor) and Center za komunikacijo, sluh in govor Portorož (CKSG

Portorož; Centre for Communication, Hearing and Speech Portorož), which is unprecedented as far as teaching Slovenian sign language is concerned and is also something we are especially happy about.

When creating the material, we cooperated with the experts who are personally or professionally connected with deafness. Among our reviewers is dr. Marjetka Kulovec, a deaf teacher at ZGNL, 4

5

INTRODUCTION

holding a PhD in Translation Studies. The videos were recorded and edited by Bojan Mord, a deaf teacher at ZGNL. In video content creation we had the help of deaf sign language interpreters The Student's Book and the Teachers Book Do you understand me 1 are used for teaching Maja Kuzma Ganić and Bojan Mord, and sign language interpreter Suzana Demir, a child of deaf Slovenian language and Slovenian sign language. We translated them into English and parents (CODA). They also interpreted the content into International sign language.

International sign language to enable practitioners from other countries to adapt the examples of International sign language is the result of the desire to overcome the communication barriers good practice in developing an approach to teaching sign language to beginner students.

between the deaf of different nationalities and the wish for simple communication. It was created Student's Book for communication in Slovenian language and Slovenian sign language is the first to meet the needs of the deaf who wanted to communicate at international seminars, of three Student's Books and is intended for the children who are just starting to acquire their conferences, sports and other events, and other gatherings. It represents a universal language first language, presumably in the first grade of primary school. At the beginning of their which is commonly accepted in everyday use, but is not standardised and there is no official schooling, some children have not yet acquired any language, or they have acquired only some version or official grammar. In ISL there are many simplifications (but not by truncating and language elements and a very limited vocabulary. Student's Book Do you understand me 1

simplifying information) and it is quite semantically dense. There is greater emphasis on facial enables a systematic acquisition of both languages: Slovenian language and Slovenian sign expressions, and body language than on individual gestures. However, we need to point out that language.

the language is alive and continually changes and develops naturally in response to the needs of its deaf users, so certain signs may emerge and after a certain time fall out of use.

It consists of three chapters with topics familiar to children at the beginning of their schooling: School, Home and Family, Numbers and Animals. The two languages are separated by colour and by page. For the text in the Slovenian language we followed the guidelines of special education teachers and used the font, font size, and background colour which enable easy reading.

REVIEW

The first part of the Teacher's book comprises the introduction, expert opinions, and general The Student's Book Do you understand me 1 looks deceptively simple. This is a deliberate choice methodological and didactic recommendations. In the second part, each chapter begins with a because it is written for two of the most vulnerable groups of children: Slovenian sign language separate description of the specific vocabulary and grammatical patterns in Slovenian language users and children already showing difficulties when learning their first language, whether it is and vocabulary and grammatical patterns in Slovenian sign language, followed by activities for the Slovenian language or Slovenian sign language. Behind the simple form of the Student's each chapter. We also included the page numbers in the Student's Book with these activities, Book there is a well-thought-out structure, developed through years of practical experience and worksheets, the Appendix, and the videos. Next to the video icon there is a QR-code which allows efforts which several decades ago managed to overcome the ban on the use of Slovenian sign you to access the video immediately. The videos are interpreted from Slovenian sign language to language. After its reintroduction Slovenian sign language was, as a rule, only used at school International sign language. In the third part there is a table with descriptions of signs with with the Slovenian language as part of the total communication approach. Influenced by examples, followed by a translation of the illustrated signs in the Student's Book, arranged by research, examples of good practice abroad, and their own observations, teachers and other page. In some examples different variants of sign language use are also given.

experts at ZGNL began to treat Slovenian sign language as an independent language. The result of progress towards independence is also this Student's Book, in which the two languages are Student's Book allows for separate learning of both languages. We need to be aware that each clearly separated. Their side-by-side placement gently guides the students into a subconscious language has its own rules and grammatical structure. We do not mix the languages. We set the comparison of the languages, which is a good basis for later conscious language and grammar time and place when we e.g. use only sign language.

learning.

The Student's Book and the Teacher's Book Do you understand me 1 are the result of the need Matic Pavlič, Ph.D. in General Linguistics,

for such material, previously not available in Slovenia. It stems from the respect for Slovenian explores Slovenian sign language, among others in the project sign language and its users and the authors' 30 years of experience in working with children who Priročna video slovnica slovenskega znakovnega jezika are deaf, hard of hearing or have other speech and language impairments.

(a Slovenian sign language video dictionary).

It is worth noting that all three Slovenian centres for hearing and speech participated in the creation of the material, not only Zavod za gluhe in naglušne Ljubljana (ZGNL; Institute for the Deaf and Hard of Hearing Ljubljana) but also Center za sluh in govor Maribor (CSGM; Centre for Hearing and Speech Maribor) and Center za komunikacijo, sluh in govor Portorož (CKSG

Portorož; Centre for Communication, Hearing and Speech Portorož), which is unprecedented as far as teaching Slovenian sign language is concerned and is also something we are especially happy about.

When creating the material, we cooperated with the experts who are personally or professionally connected with deafness. Among our reviewers is dr. Marjetka Kulovec, a deaf teacher at ZGNL, 4

5

Every day deaf and hard of hearing express thoughts, feelings, needs, and desires with sign When striving to achieve certain functional goals we therefore give priority to teaching sign language as the first language for deaf and hard of hearing children, while still taking into language, which reflects the communicative value of information for the people around us.

account didactic principles, the organisation of work, didactic methods, and appropriate Signs, facial expressions, and some body parts perform the role that words play in spoken teaching technologies. The teacher plans the lesson within the curriculum of different languages. To communicate various information we use hands, facial expressions, and body subjects of the class, into which the student is enrolled. Besides having other movement instead of voice and thus convey our thoughts and emotions in a visual-spatial competences, the teacher should be proficient in Slovenian sign language. When teaching context, through which we receive information on the events in the environment. With the use of in Slovenian sign language, the teacher can also include written materials and pictures sign language we build our linguistic and cultural identity in the deaf community within the and simultaneously check the student's comprehension of the lecture in Slovenian sign socio-economic system.

language, use mind maps and monitor the student's response, use different forms of teaching, different methods and didactic materials, and different teaching materials to It is a common occurrence that the majority of deaf and some hard of hearing people complete illustrate the subject matter.

their studies with modest language competences (in our case Slovenian sign language or the Slovenian language), which prevents their empowerment to fully operate in everyday life and prevents them from obtaining assistance for active participation in society.

Marjetka Kulovec holds a PhD in Translation Studies, she is a special education teacher with the title of teacher councillor, The beginning of sign language learning for deaf children greatly depends on their family and specialising in teaching the deaf. She is also an author of numerous school circumstances. In the environment where spoken language is most common, they learn articles on deafness and sign language, where she shares her both languages more or less successfully, depending on the language models available in their experience from the point of view of a deaf person.

family as well as in the kindergarten and at school. All this has a strong influence on the language development of deaf children, consequently affecting their cognitive, emotional, and social development. In the beginning, the majority of parents deal with their child's deafness in



***

their own way and sidestep direct communication with the child due to the circumstances in which encouragement for learning the language in a natural way was absent, which profoundly affects the child's language development. Up until now, the majority of deaf children started to learn sign language at school, mostly from deaf peers, and as a consequence acquired only A simple, comprehensive Student's Book that equips children with the basic vocabulary about limited communicative experience (1).

the home and school environment. By expanding their vocabulary they become more self-confident and relaxed when communicating with their peers, teachers and at home.

To ensure the optimal development of language competences of deaf and hard of hearing Consequently, the children can adapt more rapidly to the new environment and succesfully children combined with effective communication, which is vital for their cognitive, social and begin their education, which is a good foundation for them to develop the joy of learning.

emotional development and access to sign language, we enable them to learn spoken language bilingually. The bilingual approach offers a kinder and better model for broader knowledge and Our brain receives information through different senses: sight, hearing, touch, and also improves language, cognitive, and social skills. It addresses ethical and moral values, i.e. the sensation in muscles and joints (proprioception). Therefore the use of movement / signing is child's linguistic right, which is one of the fundamental human rights, and the child's right to not only beneficial for the deaf and hard of hearing students but also for other students Deaf culture (Pfifer 2016).

because it promotes the development of fine motor skills which is vital for successful writing.

Worldwide, signing is increasingly used as an additional method in the teaching of people with In this manner the deaf or hard of hearing children could acquire a linguistic foundation on Autism Spectrum Disorder. By learning how to communicate like the deaf and hard of hearing which they could build language competence and create optimal circumstances in which they children learn to accept diversity.

could achieve the highest level of comprehension. This approach would give deaf and hard of hearing children not only the option of equivalent education in Slovenian sign language as their The Student's Book is designed in such a way as to facilitate the reading of hesitant readers first language and the Slovenian language as their second language but also the right to such and dyslexic students. This is made possible by a pastel-colored background, which is more education (2).

eye-friendly than the black and white contrast. At the same time, left edge alignment and larger line spacing facilitates index finger tracking when reading.

Additional exercises encourage reading comprehension and knowledge consolidation through revision.

(1) Deaf children come to the kindergarten or to school without any communicative experience. The majority of these children are born to hearing parents, therefore they could not learn sign language naturally and internalise it as linguistic foundation in the earliest stages in life.

Katja Šifrar, special education teacher

(2) Referred to by the Convention on the Rights of Persons with Disabilities (ratified in 2008 by the National Council of the Republic of Slovenia) and the Salamanca Declaration (The Salamanca Statement and Framework for Action on Special Needs Education, paragraph 5 of the EUD – European Union of the Deaf).

Available at http://www.eud.eu/about-us/eud-position-paper/education-position-paper.

6

7

Every day deaf and hard of hearing express thoughts, feelings, needs, and desires with sign When striving to achieve certain functional goals we therefore give priority to teaching sign language as the first language for deaf and hard of hearing children, while still taking into language, which reflects the communicative value of information for the people around us.

account didactic principles, the organisation of work, didactic methods, and appropriate Signs, facial expressions, and some body parts perform the role that words play in spoken teaching technologies. The teacher plans the lesson within the curriculum of different languages. To communicate various information we use hands, facial expressions, and body subjects of the class, into which the student is enrolled. Besides having other movement instead of voice and thus convey our thoughts and emotions in a visual-spatial competences, the teacher should be proficient in Slovenian sign language. When teaching context, through which we receive information on the events in the environment. With the use of in Slovenian sign language, the teacher can also include written materials and pictures sign language we build our linguistic and cultural identity in the deaf community within the and simultaneously check the student's comprehension of the lecture in Slovenian sign socio-economic system.

language, use mind maps and monitor the student's response, use different forms of teaching, different methods and didactic materials, and different teaching materials to It is a common occurrence that the majority of deaf and some hard of hearing people complete illustrate the subject matter.

their studies with modest language competences (in our case Slovenian sign language or the Slovenian language), which prevents their empowerment to fully operate in everyday life and prevents them from obtaining assistance for active participation in society.

Marjetka Kulovec holds a PhD in Translation Studies, she is a special education teacher with the title of teacher councillor, The beginning of sign language learning for deaf children greatly depends on their family and specialising in teaching the deaf. She is also an author of numerous school circumstances. In the environment where spoken language is most common, they learn articles on deafness and sign language, where she shares her both languages more or less successfully, depending on the language models available in their experience from the point of view of a deaf person.

family as well as in the kindergarten and at school. All this has a strong influence on the language development of deaf children, consequently affecting their cognitive, emotional, and social development. In the beginning, the majority of parents deal with their child's deafness in



***

their own way and sidestep direct communication with the child due to the circumstances in which encouragement for learning the language in a natural way was absent, which profoundly affects the child's language development. Up until now, the majority of deaf children started to learn sign language at school, mostly from deaf peers, and as a consequence acquired only A simple, comprehensive Student's Book that equips children with the basic vocabulary about limited communicative experience (1).

the home and school environment. By expanding their vocabulary they become more self-confident and relaxed when communicating with their peers, teachers and at home.

To ensure the optimal development of language competences of deaf and hard of hearing Consequently, the children can adapt more rapidly to the new environment and succesfully children combined with effective communication, which is vital for their cognitive, social and begin their education, which is a good foundation for them to develop the joy of learning.

emotional development and access to sign language, we enable them to learn spoken language bilingually. The bilingual approach offers a kinder and better model for broader knowledge and Our brain receives information through different senses: sight, hearing, touch, and also improves language, cognitive, and social skills. It addresses ethical and moral values, i.e. the sensation in muscles and joints (proprioception). Therefore the use of movement / signing is child's linguistic right, which is one of the fundamental human rights, and the child's right to not only beneficial for the deaf and hard of hearing students but also for other students Deaf culture (Pfifer 2016).

because it promotes the development of fine motor skills which is vital for successful writing.

Worldwide, signing is increasingly used as an additional method in the teaching of people with In this manner the deaf or hard of hearing children could acquire a linguistic foundation on Autism Spectrum Disorder. By learning how to communicate like the deaf and hard of hearing which they could build language competence and create optimal circumstances in which they children learn to accept diversity.

could achieve the highest level of comprehension. This approach would give deaf and hard of hearing children not only the option of equivalent education in Slovenian sign language as their The Student's Book is designed in such a way as to facilitate the reading of hesitant readers first language and the Slovenian language as their second language but also the right to such and dyslexic students. This is made possible by a pastel-colored background, which is more education (2).

eye-friendly than the black and white contrast. At the same time, left edge alignment and larger line spacing facilitates index finger tracking when reading.

Additional exercises encourage reading comprehension and knowledge consolidation through revision.

(1) Deaf children come to the kindergarten or to school without any communicative experience. The majority of these children are born to hearing parents, therefore they could not learn sign language naturally and internalise it as linguistic foundation in the earliest stages in life.

Katja Šifrar, special education teacher

(2) Referred to by the Convention on the Rights of Persons with Disabilities (ratified in 2008 by the National Council of the Republic of Slovenia) and the Salamanca Declaration (The Salamanca Statement and Framework for Action on Special Needs Education, paragraph 5 of the EUD – European Union of the Deaf).

Available at http://www.eud.eu/about-us/eud-position-paper/education-position-paper.

6

7





METHODOLOGICAL AND DIDACTIC RECOMMENDATIONS

EXPLANATION

FOR USING THE STUDENT'S BOOK

In the Teacher's Book you will find the descriptions of the signs, explained in the table below.

As teachers we always have to pay attention to our goals when planning our lessons. When teaching children with a severe or profound loss of hearing and those who have not managed to acquire any language because of other disabilities, our goal is for the student to Example of how

Explanation

acquire a language and establish effective communication. Language acquisition can only the sign is described

begin when the child understands the connection between a concept and a word or a sign, with words

when they are provided with a tool for communication. Only then will the child be able to use speech or sign with understanding. Thus their communication with their surroundings SCHOOL

Words written in capital letters represent one sign.

becomes successful and they can proceed to reading and writing with comprehension.

If there is a plus sign between two capitalized words, this indicates One of the most important learning principles when teaching the deaf is learning according PERSON + TEACH

that by combining the two signs we create a new meaning which is to the Knowledge Funnel concept: we guide the students from known to unknown, from (TEACHER)

written in parentheses. The signs are performed one after the other in easier to more difficult, from near to distant, from simple to complex, and we followed this an uninterrupted sequence.

principle with the choice of the themes in the Student's Book. The child should be guided from success to success.

If there is a hyphen between two capitalized words, this indicates that COCHLEAR–IMPLANT

there are two words in the Slovenian language but only one sign in The lessons are usually conducted in groups, but we need to consider individualization, Slovenian sign language.

which means that we need to have a good understanding of the child and their specifics, their sociological and psychological maturity, and their intellectual abilities.

HAVE (questioning

When after the sign there is a description in parentheses in lower facial expression,

case, this indicates that this is an important component of the sign, When learning the children should be mentally and physically engaged, so we should raised eyebrows)

which stresses or even changes the meaning of the sign.

introduce the content through play, in a manner they find interesting and fun.

The teachers should pay constant attention to whether the children understand the content.

SHAPE: SQUARE + OPEN

When it is written e.g. SHAPE: SQUARE, this means that we draw the The subject-matter is therefore revised many times in many different ways. Only a few are (WINDOW)

shape in the air with our fingers.

listed in the Teacher's Book. Systematically acquired vocabulary and grammar need to be transferred into all the everyday situations the child usually encounters.

If there is a hyphen between capital letters, this indicates finger E-V-A

spelling, using one-handed manual sign language alphabet.

SL is abbreviation for text in the Slovenian language SSL is abbreviation for text in Slovenian sign language All the videos showing International sign language can be found at the following address: https://www.youtube.com/channel/UCBN4NbdADcmnePTASfCSMlQ/videos Authors with their students

8

9





METHODOLOGICAL AND DIDACTIC RECOMMENDATIONS

EXPLANATION

FOR USING THE STUDENT'S BOOK

In the Teacher's Book you will find the descriptions of the signs, explained in the table below.

As teachers we always have to pay attention to our goals when planning our lessons. When teaching children with a severe or profound loss of hearing and those who have not managed to acquire any language because of other disabilities, our goal is for the student to Example of how

Explanation

acquire a language and establish effective communication. Language acquisition can only the sign is described

begin when the child understands the connection between a concept and a word or a sign, with words

when they are provided with a tool for communication. Only then will the child be able to use speech or sign with understanding. Thus their communication with their surroundings SCHOOL

Words written in capital letters represent one sign.

becomes successful and they can proceed to reading and writing with comprehension.

If there is a plus sign between two capitalized words, this indicates One of the most important learning principles when teaching the deaf is learning according PERSON + TEACH

that by combining the two signs we create a new meaning which is to the Knowledge Funnel concept: we guide the students from known to unknown, from (TEACHER)

written in parentheses. The signs are performed one after the other in easier to more difficult, from near to distant, from simple to complex, and we followed this an uninterrupted sequence.

principle with the choice of the themes in the Student's Book. The child should be guided from success to success.

If there is a hyphen between two capitalized words, this indicates that COCHLEAR–IMPLANT

there are two words in the Slovenian language but only one sign in The lessons are usually conducted in groups, but we need to consider individualization, Slovenian sign language.

which means that we need to have a good understanding of the child and their specifics, their sociological and psychological maturity, and their intellectual abilities.

HAVE (questioning

When after the sign there is a description in parentheses in lower facial expression,

case, this indicates that this is an important component of the sign, When learning the children should be mentally and physically engaged, so we should raised eyebrows)

which stresses or even changes the meaning of the sign.

introduce the content through play, in a manner they find interesting and fun.

The teachers should pay constant attention to whether the children understand the content.

SHAPE: SQUARE + OPEN

When it is written e.g. SHAPE: SQUARE, this means that we draw the The subject-matter is therefore revised many times in many different ways. Only a few are (WINDOW)

shape in the air with our fingers.

listed in the Teacher's Book. Systematically acquired vocabulary and grammar need to be transferred into all the everyday situations the child usually encounters.

If there is a hyphen between capital letters, this indicates finger E-V-A

spelling, using one-handed manual sign language alphabet.

SL is abbreviation for text in the Slovenian language SSL is abbreviation for text in Slovenian sign language All the videos showing International sign language can be found at the following address: https://www.youtube.com/channel/UCBN4NbdADcmnePTASfCSMlQ/videos Authors with their students

8

9

VOCABULARY – INTERNATIONAL SIGN LANGUAGE

SCHOOL

SCHOOL

FACE + YOU (WHO)

GIRL

(questioning facial expression,

CHILDREN

lowered eyebrows)

HER

VOCABULARY – ENGLISH

PERSON + TEACH

YOU

GREETING (GREETING / FAREWELL)

(TEACHER)

SEVEN

HI

SPACE + STUDY + WRITE

(CLASSROOM)

YEARS

BYE-BYE

school

and

his

THIS

GOOD + DAY (GOOD MORNING)

children

play

where

HARD-OF-HEARING

teacher

who

she

THESE

TWO

GOOD + NIGHT (GOOD EVENING)

classroom

you

girl

YOUR

HEARING-AID

GOODBYE

this

seven

her

HELLO

ADORE + FAVOURITE (LIKE)

SEE + NEXT-TIME (SEE YOU SOON)

these

years

greeting

is

old

farewell

I

FOOTBALL

are

hard of hearing

hi

I AM

SIX

your

two

bye-bye

TEACH

DEAF

hello

hearing aid

good morning

FIRST + YEAR + GROUP

I

like

good evening

COCHLEAR-IMPLANT

am

football

goodbye

LIVE

DANCE

teach

six

see you soon

WE + GROUP (TOGETHER)

BOY

first grade

deaf

me

WILL / GOING TO

HIS

live

cochlear implant

my surname is, surname

Ljubljana

dance

or

LEARN

WHERE

together

name

how

PLAY

(questioning facial expression,

lowered eyebrows)

we

what

will / going to

my

learn

boy

GRAMMAR – SLOVENIAN SIGN LANGUAGE

I, YOU, HE, SHE (personal pronouns are signed with the index finger) MY, YOUR (possessive pronouns are signed with the whole hand) GRAMMAR – SLOVENIAN LANGUAGE

TEACH + WOMAN = female teacher

The use of the nominative case (This is ...)

FUTURE (WILL) + WE = we will

The use of the verb to be (I am, she is, he is)

Questions are signed with distinct facial expressions, with lowered or raised eyebrows The use of a personal pronoun (I, you, he, she, we) and shoulders, we move the head slightly forward.

The use of a possessive pronoun (my, your)

Cities can be signed with the agreed-upon sign (LJUBLJANA) or by finger spelling the name of the city, using one-handed manual sign language alphabet (B-L-E-D).

The use of wh- question forms (who, what, how, how much / how many, where) When talking about something we like, we also adjust the facial expression (e.g. a smile, The use of yes-no question forms (Is this …?)

we can close our eyes briefly).

10

11

VOCABULARY – INTERNATIONAL SIGN LANGUAGE

SCHOOL

SCHOOL

FACE + YOU (WHO)

GIRL

(questioning facial expression,

CHILDREN

lowered eyebrows)

HER

VOCABULARY – ENGLISH

PERSON + TEACH

YOU

GREETING (GREETING / FAREWELL)

(TEACHER)

SEVEN

HI

SPACE + STUDY + WRITE

(CLASSROOM)

YEARS

BYE-BYE

school

and

his

THIS

GOOD + DAY (GOOD MORNING)

children

play

where

HARD-OF-HEARING

teacher

who

she

THESE

TWO

GOOD + NIGHT (GOOD EVENING)

classroom

you

girl

YOUR

HEARING-AID

GOODBYE

this

seven

her

HELLO

ADORE + FAVOURITE (LIKE)

SEE + NEXT-TIME (SEE YOU SOON)

these

years

greeting

is

old

farewell

I

FOOTBALL

are

hard of hearing

hi

I AM

SIX

your

two

bye-bye

TEACH

DEAF

hello

hearing aid

good morning

FIRST + YEAR + GROUP

I

like

good evening

COCHLEAR-IMPLANT

am

football

goodbye

LIVE

DANCE

teach

six

see you soon

WE + GROUP (TOGETHER)

BOY

first grade

deaf

me

WILL / GOING TO

HIS

live

cochlear implant

my surname is, surname

Ljubljana

dance

or

LEARN

WHERE

together

name

how

PLAY

(questioning facial expression,

lowered eyebrows)

we

what

will / going to

my

learn

boy

GRAMMAR – SLOVENIAN SIGN LANGUAGE

I, YOU, HE, SHE (personal pronouns are signed with the index finger) MY, YOUR (possessive pronouns are signed with the whole hand) GRAMMAR – SLOVENIAN LANGUAGE

TEACH + WOMAN = female teacher

The use of the nominative case (This is ...)

FUTURE (WILL) + WE = we will

The use of the verb to be (I am, she is, he is)

Questions are signed with distinct facial expressions, with lowered or raised eyebrows The use of a personal pronoun (I, you, he, she, we) and shoulders, we move the head slightly forward.

The use of a possessive pronoun (my, your)

Cities can be signed with the agreed-upon sign (LJUBLJANA) or by finger spelling the name of the city, using one-handed manual sign language alphabet (B-L-E-D).

The use of wh- question forms (who, what, how, how much / how many, where) When talking about something we like, we also adjust the facial expression (e.g. a smile, The use of yes-no question forms (Is this …?)

we can close our eyes briefly).

10

11





ACTIVITIES

3. Greetings and farewells in different situations 16–17

1. At school 4–5

Video 7 (Greetings and farewells)

Worksheet 16

Video 1 (Basic concepts At school)

Goal: The students can greet and say farewell to someone Goal: The students learn basic concepts

The teacher shows pictures of different situations which demand different greetings (e.g.: a child wakes up in the morning; the student meets the teacher; two students The teacher can take the students outside the school, point at the school and meet; two children say goodbye; two adults say goodbye; a child goes to sleep) introduce the concept of “school”. Inside the school they look into classrooms, the teacher points at the students, the teacher and the classroom, introducing The students use an appropriate greeting / farewell (good morning, good day, hello, the concepts: “children”, “teacher”, and “classroom”.

bye, goodbye, good night).

Later they are shown the same concepts in the photos. Using the Student's The students watch the video with different greetings and farewells.

Book they use and revise the concepts in sentences, they watch the video in sign language.

They play the day-night game. They pick someone who says / signs the concepts.

When he / she says “Day!”, the students stand up. When he / she says “Night!”, they crouch. The concepts are said with varying speed and can be repeated several times 2. Introducing the teacher, the girl, and the boy 6–15

in a row. If someone makes a mistake, they are eliminated from the game.

Video 2 (The teacher introduces herself)

4. Introducing ourselves 18–19

Video 3 (Jure introduces himself)

Worksheet 1

Worksheet 2, Supplement A

Video 4 (Eva introduces herself)

Goal: The students can introduce themselves

Video 5 (Dialogue: Jure and the teacher)

The teacher asks each student: Who are you? How old are you? Can you hear well?

Video 6 (Dialogue: Eva and the teacher)

The teacher encourages the students and helps them answer the questions. The students draw themselves on Worksheet 1.

With the students' help we fill in their personal information, they cut out the Goal: The teacher introduces herself.

illustrations of the concepts from Supplement A and paste them into Worksheet 2.

The students meet the children Eva and Jure

They draw what they like to do.

Using the Student's Book and videos students meet Metka the teacher and the students Eva and Jure.

The teacher talks to the students using pictures in the Student's Book and revises new concepts (e.g.: Who is this? Is this a boy or a girl? How old is he / she? Where does he /

she live? What does he / she like to do? ...)

12

13





ACTIVITIES

3. Greetings and farewells in different situations 16–17

1. At school 4–5

Video 7 (Greetings and farewells)

Worksheet 16

Video 1 (Basic concepts At school)

Goal: The students can greet and say farewell to someone Goal: The students learn basic concepts

The teacher shows pictures of different situations which demand different greetings (e.g.: a child wakes up in the morning; the student meets the teacher; two students The teacher can take the students outside the school, point at the school and meet; two children say goodbye; two adults say goodbye; a child goes to sleep) introduce the concept of “school”. Inside the school they look into classrooms, the teacher points at the students, the teacher and the classroom, introducing The students use an appropriate greeting / farewell (good morning, good day, hello, the concepts: “children”, “teacher”, and “classroom”.

bye, goodbye, good night).

Later they are shown the same concepts in the photos. Using the Student's The students watch the video with different greetings and farewells.

Book they use and revise the concepts in sentences, they watch the video in sign language.

They play the day-night game. They pick someone who says / signs the concepts.

When he / she says “Day!”, the students stand up. When he / she says “Night!”, they crouch. The concepts are said with varying speed and can be repeated several times 2. Introducing the teacher, the girl, and the boy 6–15

in a row. If someone makes a mistake, they are eliminated from the game.

Video 2 (The teacher introduces herself)

4. Introducing ourselves 18–19

Video 3 (Jure introduces himself)

Worksheet 1

Worksheet 2, Supplement A

Video 4 (Eva introduces herself)

Goal: The students can introduce themselves

Video 5 (Dialogue: Jure and the teacher)

The teacher asks each student: Who are you? How old are you? Can you hear well?

Video 6 (Dialogue: Eva and the teacher)

The teacher encourages the students and helps them answer the questions. The students draw themselves on Worksheet 1.

With the students' help we fill in their personal information, they cut out the Goal: The teacher introduces herself.

illustrations of the concepts from Supplement A and paste them into Worksheet 2.

The students meet the children Eva and Jure

They draw what they like to do.

Using the Student's Book and videos students meet Metka the teacher and the students Eva and Jure.

The teacher talks to the students using pictures in the Student's Book and revises new concepts (e.g.: Who is this? Is this a boy or a girl? How old is he / she? Where does he /

she live? What does he / she like to do? ...)

12

13



20–21

5. Who is this? What is this?

Worksheet 3, Supplement B

Worksheet 4, Supplement C

Goal: The students can sort persons by gender and differen ate between persons and objects

The teacher prepares pictures of different people, draws a table on the blackboard and writes “she” in one column and “he” in the other column. The teacher tells the students that “she” is used for women and “he” is used for men. The students choose the pictures and place them into appropriate column. They complete Worksheet 3 in the Student's Book.

In the same way they can learn the difference between persons and objects, starting with writing “Who is this?” in one hoop on the floor, and “What is this?” in the other. Then the teacher chooses one student and one object (e.g. a chair).

Using the appropriate question the students assign persons and objects into the appropriate hoop. They complete Worksheet 4 in the Student's Book.

6. Names and greeting classmates

Goal: The students know the names of their classmates (spoken or signed) and greet them. The students know how to ask ques ons (Who is this? This is … How old is he / she? He / she is … years old.) The students stand in a circle, the teacher holds a ball of yarn, addresses a student (e.g. “Hello, Eva!”), and passes the ball, Eva greets the teacher, then Eva greets another student and passes the ball. The activity is done by all the students, creating a web of yarn.

ISL: HELLO sign EVA E-V-A

Using the classmates' photos, the students answer the question: Who is this?

This is … How old is he / she? He / she is … years old.

ISL: WHO THIS (questioning facial expression, lowered eyebrows) THIS …

HOW MUCH HE / WOMAN + HE OLD (questioning facial expression, lowered eyebrows) HE/WOMAN + HE OLD … YEARS

14

15



20–21

5. Who is this? What is this?

Worksheet 3, Supplement B

Worksheet 4, Supplement C

Goal: The students can sort persons by gender and differen ate between persons and objects

The teacher prepares pictures of different people, draws a table on the blackboard and writes “she” in one column and “he” in the other column. The teacher tells the students that “she” is used for women and “he” is used for men. The students choose the pictures and place them into appropriate column. They complete Worksheet 3 in the Student's Book.

In the same way they can learn the difference between persons and objects, starting with writing “Who is this?” in one hoop on the floor, and “What is this?” in the other. Then the teacher chooses one student and one object (e.g. a chair).

Using the appropriate question the students assign persons and objects into the appropriate hoop. They complete Worksheet 4 in the Student's Book.

6. Names and greeting classmates

Goal: The students know the names of their classmates (spoken or signed) and greet them. The students know how to ask ques ons (Who is this? This is … How old is he / she? He / she is … years old.) The students stand in a circle, the teacher holds a ball of yarn, addresses a student (e.g. “Hello, Eva!”), and passes the ball, Eva greets the teacher, then Eva greets another student and passes the ball. The activity is done by all the students, creating a web of yarn.

ISL: HELLO sign EVA E-V-A

Using the classmates' photos, the students answer the question: Who is this?

This is … How old is he / she? He / she is … years old.

ISL: WHO THIS (questioning facial expression, lowered eyebrows) THIS …

HOW MUCH HE / WOMAN + HE OLD (questioning facial expression, lowered eyebrows) HE/WOMAN + HE OLD … YEARS

14

15

VOCABULARY – INTERNATIONAL SIGN LANGUAGE

HOME AND FAMILY

HOUSE (HOME)

SHOWER + ROOM (BATHROOM)

VOCABULARY – ENGLISH

FAMILY

TOILET

BUILDING + FLOORS (BLOCK OF FLATS)

COOK + ROOM (KITCHEN)

HOUSE

EAT + ROOM (DINING ROOM)

home

li le

window

FATHER, DAD

BED

family

apartment

desk

MOTHER, MOM

CLOTHES + OPEN (WARDROBE)

block of flats

children's room

chair

BROTHER + WOMAN (SISTER)

BIG / LARGE

house

living room

toy chest

BROTHER

SHAPE: SQUARE + OPEN (WINDOW)

father, dad

bedroom

room

SURNAME

DESK

mother, mom, mommy

bathroom

bunk bed

GRANDPA + WOMAN (GRANDMA)

CHAIR

sister

toilet

door

GRANDPA

BOX + OPEN + TOYS + PLAY (TOY CHEST)

brother

kitchen

light

LITTLE

BUNK-BED

grandma

dining room

toy

HOUSE + INSIDE (APARTMENT)

OPEN + CLOSE (DOOR)

grandpa

bed

white

CHILDREN + ROOM (CHILDREN'S ROOM)

LIGHT

with

wardrobe

tell

LIVE + ROOM (LIVING ROOM)

TOY

us

big / large

me

SLEEP + ROOM (BEDROOM)

too

GRAMMAR – SLOVENIAN SIGN LANGUAGE

GRAMMAR – SLOVENIAN LANGUAGE

MOTHER HE (or MOTHER HIS) = mom's

who, what (nominative)

FATHER HE NAME = dad's name is

where (locative)

GRANDFATHER + WOMAN HE NAME = grandma's name is

what do they do (verb)

LIVE HOUSE INSIDE / IN = I live in a house

my, your (possessive pronoun)

BROTHER + WOMAN = sister

to father / dad, to mother / mommy … (dative)

16

17

VOCABULARY – INTERNATIONAL SIGN LANGUAGE

HOME AND FAMILY

HOUSE (HOME)

SHOWER + ROOM (BATHROOM)

VOCABULARY – ENGLISH

FAMILY

TOILET

BUILDING + FLOORS (BLOCK OF FLATS)

COOK + ROOM (KITCHEN)

HOUSE

EAT + ROOM (DINING ROOM)

home

li le

window

FATHER, DAD

BED

family

apartment

desk

MOTHER, MOM

CLOTHES + OPEN (WARDROBE)

block of flats

children's room

chair

BROTHER + WOMAN (SISTER)

BIG / LARGE

house

living room

toy chest

BROTHER

SHAPE: SQUARE + OPEN (WINDOW)

father, dad

bedroom

room

SURNAME

DESK

mother, mom, mommy

bathroom

bunk bed

GRANDPA + WOMAN (GRANDMA)

CHAIR

sister

toilet

door

GRANDPA

BOX + OPEN + TOYS + PLAY (TOY CHEST)

brother

kitchen

light

LITTLE

BUNK-BED

grandma

dining room

toy

HOUSE + INSIDE (APARTMENT)

OPEN + CLOSE (DOOR)

grandpa

bed

white

CHILDREN + ROOM (CHILDREN'S ROOM)

LIGHT

with

wardrobe

tell

LIVE + ROOM (LIVING ROOM)

TOY

us

big / large

me

SLEEP + ROOM (BEDROOM)

too

GRAMMAR – SLOVENIAN SIGN LANGUAGE

GRAMMAR – SLOVENIAN LANGUAGE

MOTHER HE (or MOTHER HIS) = mom's

who, what (nominative)

FATHER HE NAME = dad's name is

where (locative)

GRANDFATHER + WOMAN HE NAME = grandma's name is

what do they do (verb)

LIVE HOUSE INSIDE / IN = I live in a house

my, your (possessive pronoun)

BROTHER + WOMAN = sister

to father / dad, to mother / mommy … (dative)

16

17





ACTIVITIES

4. Introduce your family

31

Worksheet 5

1. My home 22–23

Goal: The students introduce their families

Video 8 (My home)

The students draw their families in Worksheet 5 and write the names of their family members. They tell their classmates about their families.

Goal: The students learn the basic concepts

The students look at different picture books and look for buildings, 5. In the apartment 28–29

the teacher names basic concepts (block of flats, house).

Video 11 (Rooms in an apartment)

Supplement in the Teacher's Book

2. Jure's family, Eva's family 24–27

Goal: The students learn the names of rooms

Video 9 (Jure's family)

Using the pictures from the Student's Book, the teacher names the rooms, they watch the video.

The teacher cuts out the pictures of rooms from the Teacher's Book, their names Video 10 (Eva's family)

and the drawings of signs to revise the concepts in different ways (the students look for room names or drawings of signs next to the chosen room; the students find the required concept, indicated by the teacher either orally or by using sign language; Goal: The students can name family members

they put together the Memory game (matching game) and look for pairs, etc.).

The teacher shows the students a picture of family members.

6. What is in your room? 30–33

They look at the two pictures in the Student's Book, the teacher reads the text, they watch the video of the introduction of Eva's family and Jure's family.

Video 12 (Jure's room)

The students count the family members of both families and name them.

Video 13 (Eva's room)

3. Family members

39

Worksheet 8

Worksheet 9

Goal: The students learn the names of some objects in the children's room Goal: The students match the concepts

The students look at the pictures of children's rooms in the student's book, the teacher reads the dialogues, they watch the videos.

The students match words with pictures and signs in Worksheet 9.

The students draw their rooms and describe them.

18

19





ACTIVITIES

4. Introduce your family

31

Worksheet 5

1. My home 22–23

Goal: The students introduce their families

Video 8 (My home)

The students draw their families in Worksheet 5 and write the names of their family members. They tell their classmates about their families.

Goal: The students learn the basic concepts

The students look at different picture books and look for buildings, 5. In the apartment 28–29

the teacher names basic concepts (block of flats, house).

Video 11 (Rooms in an apartment)

Supplement in the Teacher's Book

2. Jure's family, Eva's family 24–27

Goal: The students learn the names of rooms

Video 9 (Jure's family)

Using the pictures from the Student's Book, the teacher names the rooms, they watch the video.

The teacher cuts out the pictures of rooms from the Teacher's Book, their names Video 10 (Eva's family)

and the drawings of signs to revise the concepts in different ways (the students look for room names or drawings of signs next to the chosen room; the students find the required concept, indicated by the teacher either orally or by using sign language; Goal: The students can name family members

they put together the Memory game (matching game) and look for pairs, etc.).

The teacher shows the students a picture of family members.

6. What is in your room? 30–33

They look at the two pictures in the Student's Book, the teacher reads the text, they watch the video of the introduction of Eva's family and Jure's family.

Video 12 (Jure's room)

The students count the family members of both families and name them.

Video 13 (Eva's room)

3. Family members

39

Worksheet 8

Worksheet 9

Goal: The students learn the names of some objects in the children's room Goal: The students match the concepts

The students look at the pictures of children's rooms in the student's book, the teacher reads the dialogues, they watch the videos.

The students match words with pictures and signs in Worksheet 9.

The students draw their rooms and describe them.

18

19



7. Where is ...?

35

10. A song 40–41

Worksheet 6

Video 14 (A li le white house)

Goal: The students understand ques ons and give answers The students answer the ques ons Where? and Who?

Goal: The students revise concepts and learn the diminu ve by using a song The students look at the pictures in Worksheet 6 and answer the ques ons below.

The students learn a tradi onal Slovenian coun ng-out rhyme: ENGLISH: A LITTLE WHITE HOUSE

8. In the apartment 36–37

A li le white house,

how many windows does it have?

Worksheet 7, Supplement D

One, two, three –

You tell me!

Goal: The students prac se the names of rooms and the objects in the rooms The students name the room and write the word under the picture.

ISL: ONE HOUSE LITTLE THERE (the gesture is small, the facial expression with They cut out illustra ons of the concepts from Supplement D

.

a frown and pursed lips emphasizes the smallness) HOW MANY SHAPE: SQUARE + OPEN (WINDOW) HAVE (ques oning facial To the le of the picture they paste the object belonging to this room, expression, lowered eyebrows)

to the right they paste the name of the object.

YOU YES SEE

YOU SIGN TO ME.

9. Understanding the instructions

Goal: The students listen to the instruc ons and complete the task SL: The students listen to the teacher (Please, open the window. Turn on the light.

Bring your chair, etc.) and follow the instruc ons. Then the students give instruc ons to each other.

ISL: The students look at the teacher's instruc ons (PLEASE YOU SHAPE: SQUARE + OPEN

(WINDOW); PLEASE YOU LIGHT (miming pressing the switch with the thumb); YOU MOVE

CHAIR …). Then the students give instruc ons to each other.

20

21



7. Where is ...?

35

10. A song 40–41

Worksheet 6

Video 14 (A li le white house)

Goal: The students understand ques ons and give answers The students answer the ques ons Where? and Who?

Goal: The students revise concepts and learn the diminu ve by using a song The students look at the pictures in Worksheet 6 and answer the ques ons below.

The students learn a tradi onal Slovenian coun ng-out rhyme: ENGLISH: A LITTLE WHITE HOUSE

8. In the apartment 36–37

A li le white house,

how many windows does it have?

Worksheet 7, Supplement D

One, two, three –

You tell me!

Goal: The students prac se the names of rooms and the objects in the rooms The students name the room and write the word under the picture.

ISL: ONE HOUSE LITTLE THERE (the gesture is small, the facial expression with They cut out illustra ons of the concepts from Supplement D

.

a frown and pursed lips emphasizes the smallness) HOW MANY SHAPE: SQUARE + OPEN (WINDOW) HAVE (ques oning facial To the le of the picture they paste the object belonging to this room, expression, lowered eyebrows)

to the right they paste the name of the object.

YOU YES SEE

YOU SIGN TO ME.

9. Understanding the instructions

Goal: The students listen to the instruc ons and complete the task SL: The students listen to the teacher (Please, open the window. Turn on the light.

Bring your chair, etc.) and follow the instruc ons. Then the students give instruc ons to each other.

ISL: The students look at the teacher's instruc ons (PLEASE YOU SHAPE: SQUARE + OPEN

(WINDOW); PLEASE YOU LIGHT (miming pressing the switch with the thumb); YOU MOVE

CHAIR …). Then the students give instruc ons to each other.

20

21

VOCABULARY – INTERNATIONAL SIGN LANGUAGE

NUMBERS AND ANIMALS

VOCABULARY – ENGLISH

NUMBER

RABBIT

ANIMAL

RIDE + REINS (HORSE)

ONE, TWO, … TEN

ROOSTER

numbers

rabbit

DIG + ANIMAL (FARM ANIMAL)

SEE

animals

horse

CAT

HOW MANY

one, two, … ten

rooster

COW

NUMBER (COUNT)

farm

see

GOAT

DIG + HOUSE (FARM)

cat

farm

SHEEP

LIKE + HAVE (WANT / WOULD LIKE)

cow

many

HEN

BIG

goat

want / would like

DOG

WATCH + HOUSE (PROTECT)

sheep

big

PIG

SMALL

hen

protect

dog

small

pig

GRAMMAR – SLOVENIAN SIGN LANGUAGE

SSL does not use grammatical gender, it only has the default gender. Instead of GRAMMAR – SLOVENIAN LANGUAGE

the nominative and the accusative case SSL uses signing space. Every noun is assigned its own signing space (similarly, in Slovenian each noun is assigned a The use of the feminine and masculine gender

grammatical case). There are six cases in Slovenian and there are an infinite The use of the nominative and the accusative

number of signing spaces, however only three are usually used in one context (left, right, the middle).

Question HOW MUCH / HOW MANY?

Signing with an exaggerated facial expression:

In Slovenian language, gender is assigned to nouns (masculine, feminine or neuter) which is why we used pink to indicate feminine nouns and blue to The interrogative word WHAT? (lowered eyebrows)

indicate masculine nouns in the Student's book on pages 42, 43, 46, 47, 54, The affirmative word YES (nodding)

and 55.

The negative word NO (shaking the head from side to side) Also, the ending of a noun changes depending on the gender and grammatical DO YOU HAVE? (questioning facial expression, raised eyebrows) number (singular, dual, plural) so we used separate tables in the Student's book on pages 46 and 47.

YOU DO NOT HAVE? (questioning facial expression, raised eyebrows and shaking the head from side to side)

I HAVE (nodding)

I DO NOT HAVE (shaking the head from side to side, possibly also a sad facial expression) 22

23

VOCABULARY – INTERNATIONAL SIGN LANGUAGE

NUMBERS AND ANIMALS

VOCABULARY – ENGLISH

NUMBER

RABBIT

ANIMAL

RIDE + REINS (HORSE)

ONE, TWO, … TEN

ROOSTER

numbers

rabbit

DIG + ANIMAL (FARM ANIMAL)

SEE

animals

horse

CAT

HOW MANY

one, two, … ten

rooster

COW

NUMBER (COUNT)

farm

see

GOAT

DIG + HOUSE (FARM)

cat

farm

SHEEP

LIKE + HAVE (WANT / WOULD LIKE)

cow

many

HEN

BIG

goat

want / would like

DOG

WATCH + HOUSE (PROTECT)

sheep

big

PIG

SMALL

hen

protect

dog

small

pig

GRAMMAR – SLOVENIAN SIGN LANGUAGE

SSL does not use grammatical gender, it only has the default gender. Instead of GRAMMAR – SLOVENIAN LANGUAGE

the nominative and the accusative case SSL uses signing space. Every noun is assigned its own signing space (similarly, in Slovenian each noun is assigned a The use of the feminine and masculine gender

grammatical case). There are six cases in Slovenian and there are an infinite The use of the nominative and the accusative

number of signing spaces, however only three are usually used in one context (left, right, the middle).

Question HOW MUCH / HOW MANY?

Signing with an exaggerated facial expression:

In Slovenian language, gender is assigned to nouns (masculine, feminine or neuter) which is why we used pink to indicate feminine nouns and blue to The interrogative word WHAT? (lowered eyebrows)

indicate masculine nouns in the Student's book on pages 42, 43, 46, 47, 54, The affirmative word YES (nodding)

and 55.

The negative word NO (shaking the head from side to side) Also, the ending of a noun changes depending on the gender and grammatical DO YOU HAVE? (questioning facial expression, raised eyebrows) number (singular, dual, plural) so we used separate tables in the Student's book on pages 46 and 47.

YOU DO NOT HAVE? (questioning facial expression, raised eyebrows and shaking the head from side to side)

I HAVE (nodding)

I DO NOT HAVE (shaking the head from side to side, possibly also a sad facial expression) 22

23





ACTIVITIES

4. What is this? Do you have …? What do you see? 48–49

(International sign language)

1. Numbers 42–43

Video 17 (What is this?)

Video 15 (Numbers 1–10)

Video 18 (Do you have …?)

Goal: The students learn the names of numbers

and count, the students practise counting

Video 19 (What do you see?)

The teacher says the numbers slowly and loudly, holding up the correct number of fingers.

The students observe and repeat.

Goal: The students learn the affirmative, negative, They watch the video and repeat the signs.

and three different interrogative forms

The students revise the numbers in different ways (they stand in a circle, pass the ball to each other and count, roll the dice and count the dots, do simple calculations, etc.).

The teacher shows the students the comics in the Student's Book. They watch the video and practise new concepts in Sign language using different examples.

head from side to side simultaneously).

2. Farm animals 44–45

The teacher draws the students' attention to facial expressions when signing.

WHAT (questioning facial expression, lowered eyebrows), affirmative YES, negative NO (we shake our head from side to side simultaneously), Video 16 (Farm animals)

YOU + HAVE (questioning facial expression, raised eyebrows), NOTHING +

MOVEMENT (DO NOT HAVE) (questioning facial expression, lowered eyebrows), YOU + HAVE (we nod simultaneously), NOTHING + MOVEMENT (DO NOT HAVE) Goal: The students learn and practise the names

(we shake our head from side to side simultaneously).

of farm animals

The students look at the pictures of farm animals and say and sign the names of the animals.

5. How many animals are there? Count them! 50–51

The students can mime the movement or sounds of farm animals.

The students look at the picture books and name the animals.

Goal: The students revise numbers with feminine and masculine nouns and the use of the auxiliary verb to be 3. What is this? What do you see? 46–47

The students count the animals and form sentences (There is one cat. There are …).

Goal: The students learn the nominative and the accusative case The students learn questions What is this? and What do you see?

They give answers in complete sentences and pay attention to word endings.

24

25





ACTIVITIES

4. What is this? Do you have …? What do you see? 48–49

(International sign language)

1. Numbers 42–43

Video 17 (What is this?)

Video 15 (Numbers 1–10)

Video 18 (Do you have …?)

Goal: The students learn the names of numbers

and count, the students practise counting

Video 19 (What do you see?)

The teacher says the numbers slowly and loudly, holding up the correct number of fingers.

The students observe and repeat.

Goal: The students learn the affirmative, negative, They watch the video and repeat the signs.

and three different interrogative forms

The students revise the numbers in different ways (they stand in a circle, pass the ball to each other and count, roll the dice and count the dots, do simple calculations, etc.).

The teacher shows the students the comics in the Student's Book. They watch the video and practise new concepts in Sign language using different examples.

head from side to side simultaneously).

2. Farm animals 44–45

The teacher draws the students' attention to facial expressions when signing.

WHAT (questioning facial expression, lowered eyebrows), affirmative YES, negative NO (we shake our head from side to side simultaneously), Video 16 (Farm animals)

YOU + HAVE (questioning facial expression, raised eyebrows), NOTHING +

MOVEMENT (DO NOT HAVE) (questioning facial expression, lowered eyebrows), YOU + HAVE (we nod simultaneously), NOTHING + MOVEMENT (DO NOT HAVE) Goal: The students learn and practise the names

(we shake our head from side to side simultaneously).

of farm animals

The students look at the pictures of farm animals and say and sign the names of the animals.

5. How many animals are there? Count them! 50–51

The students can mime the movement or sounds of farm animals.

The students look at the picture books and name the animals.

Goal: The students revise numbers with feminine and masculine nouns and the use of the auxiliary verb to be 3. What is this? What do you see? 46–47

The students count the animals and form sentences (There is one cat. There are …).

Goal: The students learn the nominative and the accusative case The students learn questions What is this? and What do you see?

They give answers in complete sentences and pay attention to word endings.

24

25





6. Count the animals 52–53

10. Feminine and masculine 58–59

(sign language)

Worksheet 12, Supplement F

Worksheet 13

Video 20 (Count the animals)

Goal: The students sort nouns by gender, compose sentences while observing grammatical rules

Goal: The students revise counting, in sign language they learn the concepts WRONG, CORRECT, REPEAT

The students cut out the words from Supplement F and paste them into the Worksheet table by gender (using the example provided on p. 42 or 43).

The students look at the comic in the Student's Book and the video of the dialogue.

They repeat the signs and create new dialogues.

The students independently write the sentences into the Worksheet table 13

(following the pattern on p. 46, 47). They read the sentences.

7. On the farm 54–55

11. On the farm, questions and answers 60

Video 21 (On the farm)

Worksheet 14 top

Goal: The students practise naming the farm animals in sentences

Goal: The students correctly match questions and answers The students look at the picture of a farm in the Student's Book.

The teacher reads the sentences.

The students read the sentences on p. 50 in Worksheet 14 and logically match the answers with the questions.

They watch the video. The students independently form sentences using pictures as prompts.

12. Facial expressions

60

8. How much / how many? 56–57

Worksheet 14 bottom

Worksheet 10

Goal: The students match facial expressions with words Goal: The students match equal amounts

The students observe the drawn facial expressions and match The students count the animals and match the pictures depicting the same number.

the pictures with the appropriate words for these facial expressions.

Top row facial expressions: I DO NOT HAVE, NO; WHAT; YES

9. Sorting number concepts

53

Bottom row: I DO NOT HAVE, NO; WHAT; YES

Worksheet 11, Supplement E

Goal: The students match numbers with words, signs, and the number of dots and animals

The students cut out the pictures from Supplement E and paste them in the appropriate places in Worksheet 11. They say how many animals there are.

26

27





6. Count the animals 52–53

10. Feminine and masculine 58–59

(sign language)

Worksheet 12, Supplement F

Worksheet 13

Video 20 (Count the animals)

Goal: The students sort nouns by gender, compose sentences while observing grammatical rules

Goal: The students revise counting, in sign language they learn the concepts WRONG, CORRECT, REPEAT

The students cut out the words from Supplement F and paste them into the Worksheet table by gender (using the example provided on p. 42 or 43).

The students look at the comic in the Student's Book and the video of the dialogue.

They repeat the signs and create new dialogues.

The students independently write the sentences into the Worksheet table 13

(following the pattern on p. 46, 47). They read the sentences.

7. On the farm 54–55

11. On the farm, questions and answers 60

Video 21 (On the farm)

Worksheet 14 top

Goal: The students practise naming the farm animals in sentences

Goal: The students correctly match questions and answers The students look at the picture of a farm in the Student's Book.

The teacher reads the sentences.

The students read the sentences on p. 50 in Worksheet 14 and logically match the answers with the questions.

They watch the video. The students independently form sentences using pictures as prompts.

12. Facial expressions

60

8. How much / how many? 56–57

Worksheet 14 bottom

Worksheet 10

Goal: The students match facial expressions with words Goal: The students match equal amounts

The students observe the drawn facial expressions and match The students count the animals and match the pictures depicting the same number.

the pictures with the appropriate words for these facial expressions.

Top row facial expressions: I DO NOT HAVE, NO; WHAT; YES

9. Sorting number concepts

53

Bottom row: I DO NOT HAVE, NO; WHAT; YES

Worksheet 11, Supplement E

Goal: The students match numbers with words, signs, and the number of dots and animals

The students cut out the pictures from Supplement E and paste them in the appropriate places in Worksheet 11. They say how many animals there are.

26

27

INTERNATIONAL SIGN LANGUAGE

13. Animals – Sign language

61

TO ENGLISH DICTIONARY

Worksheet 15

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

This is a school.

THIS SCHOOL

Goal: The students match signs with pictures of animals There are children here.

HERE CHILDREN

5

The students repeat the signs for animals and match them with This is a teacher.

THIS PERSON + TEACH (TEACHER)

the pictures of the animals.

This is a classroom.

THIS ROOM + STUDY + WRITE (CLASSROOM)

Hello.

HELLO

I am your teacher Metka.

I M-E-T-K-A sign: METKA

14. Animal families

I teach first grade.

I TEACH FIRST + YEAR + GROUP

7

I live in Ljubljana.

I SLEEP LOCATION sign: LJUBLJANA

Goal: The students learn the names of animal families /adult L-J-U-B-L-J-A-N-A

animals and baby animals living on a farm

Together we are going to learn

WE - TOGETHER WILL LEARN PLAY

and play.

FACE + YOU (questioning facial expression,

The students draw or find pictures of animal families (example: cow, bull, calf).

Who are you?

lowered eyebrows)

I am Jure Kralj.

I J-U-R-E N-O-V-A-K sign: JURE

I am seven years old.

I SEVEN AGE

15. What do the animals give us?

I am hard of hearing.

I HARD-OF-HEARING

9

I have two hearing aids.

HAVE TWO HEARING-AID

I live in Bled.

I LIVE sign: BLED B-L-E-D

Goal: The students revise the names of farm

animals /the use of the accusative case.

I like to play football.

LIKE FOOTBALL

I am Eva Novak.

I E-V-A N-O-V-A-K sign: EVA

The teacher prepares pictures of animals and what we get from them. The students name I am six years old.

I SIX AGE

and logically match the concepts (e.g. What does the cow give us? Milk.).

I am in first grade.

STUDY FIRST + YEAR + GROUP

I am deaf.

11

I DEAF

I have a cochlear implant.

I COCHLEAR-IMPLANT

16. Parlour games

I SLEEP + HOUSE LOCATION sign NOVA VAS

I live in Nova vas.

N-O-V-A V-A-S

I like to dance.

I LOVE DANCE

Goal: The students revise learned concepts through parlour games YOUR NAME (questioning facial expression,

What is your name?

lowered eyebrows)

My name is Jure.

I J-U-R-E sign: JURE

The students play games, e.g.: animal memory; ludo board game; dominoes, etc.

13

He is a boy. His name is Jure.

HE BOY HE NAME J-U-R-E sign: JURE

They can also revise through counting-out rhymes and nursery rhymes such as WHERE HE HOUSE + SLEEP (questioning

A Blacksmith is shoeing a horse, Old MacDonald had a farm.

Where do you live?

facial expression, lowered eyebrows)

I live in Bled.

HOUSE LIVE sign BLED B-L-E-D

28

29

INTERNATIONAL SIGN LANGUAGE

13. Animals – Sign language

61

TO ENGLISH DICTIONARY

Worksheet 15

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

This is a school.

THIS SCHOOL

Goal: The students match signs with pictures of animals There are children here.

HERE CHILDREN

5

The students repeat the signs for animals and match them with This is a teacher.

THIS PERSON + TEACH (TEACHER)

the pictures of the animals.

This is a classroom.

THIS ROOM + STUDY + WRITE (CLASSROOM)

Hello.

HELLO

I am your teacher Metka.

I M-E-T-K-A sign: METKA

14. Animal families

I teach first grade.

I TEACH FIRST + YEAR + GROUP

7

I live in Ljubljana.

I SLEEP LOCATION sign: LJUBLJANA

Goal: The students learn the names of animal families /adult L-J-U-B-L-J-A-N-A

animals and baby animals living on a farm

Together we are going to learn

WE - TOGETHER WILL LEARN PLAY

and play.

FACE + YOU (questioning facial expression,

The students draw or find pictures of animal families (example: cow, bull, calf).

Who are you?

lowered eyebrows)

I am Jure Kralj.

I J-U-R-E N-O-V-A-K sign: JURE

I am seven years old.

I SEVEN AGE

15. What do the animals give us?

I am hard of hearing.

I HARD-OF-HEARING

9

I have two hearing aids.

HAVE TWO HEARING-AID

I live in Bled.

I LIVE sign: BLED B-L-E-D

Goal: The students revise the names of farm

animals /the use of the accusative case.

I like to play football.

LIKE FOOTBALL

I am Eva Novak.

I E-V-A N-O-V-A-K sign: EVA

The teacher prepares pictures of animals and what we get from them. The students name I am six years old.

I SIX AGE

and logically match the concepts (e.g. What does the cow give us? Milk.).

I am in first grade.

STUDY FIRST + YEAR + GROUP

I am deaf.

11

I DEAF

I have a cochlear implant.

I COCHLEAR-IMPLANT

16. Parlour games

I SLEEP + HOUSE LOCATION sign NOVA VAS

I live in Nova vas.

N-O-V-A V-A-S

I like to dance.

I LOVE DANCE

Goal: The students revise learned concepts through parlour games YOUR NAME (questioning facial expression,

What is your name?

lowered eyebrows)

My name is Jure.

I J-U-R-E sign: JURE

The students play games, e.g.: animal memory; ludo board game; dominoes, etc.

13

He is a boy. His name is Jure.

HE BOY HE NAME J-U-R-E sign: JURE

They can also revise through counting-out rhymes and nursery rhymes such as WHERE HE HOUSE + SLEEP (questioning

A Blacksmith is shoeing a horse, Old MacDonald had a farm.

Where do you live?

facial expression, lowered eyebrows)

I live in Bled.

HOUSE LIVE sign BLED B-L-E-D

28

29

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

In the apartment

HOUSE + INSIDE (APARTMENT)

What is your name?

YOU NAME (questioning facial expression,

lowered eyebrows)

28

Children's room

CHILDREN + ROOM

My name is Eva.

MY NAME E-V-A sign: EVA

Living room

LIVE + ROOM

15

She is a girl. Her name is Eva.

HE GIRL HIS NAME E-V-A

Bedroom

SLEEP + ROOM

SHE AGE HOW MUCH (questioning facial

How old are you?

Bathroom

SHOWER + ROOM

expression, lowered eyebrows)

29

Toilet

TOILET

I am six years old.

I AGE SIX

Kitchen

COOK + ROOM

She is six years old.

HE (SHE) SIX AGE

Dining room

EAT + ROOM

Home and family

HOUSE FAMILY

What is in your room?

YOUR ROOM WHAT THIS

My home

MY HOUSE

(questioning facial expression, lowered eyebrows) 23

I live in a block of flats.

I LIVE BUILDING + FLOORS

MY ROOM BED + SLEEP

I live in a house.

I SLEEP INSIDE HOUSE

CLOTHES + OPEN (WARDROBE)

31

In my room there are a bed,

BIG SHAPE: SQUARE + OPEN (WINDOW)

My family

MY FAMILY

a wardrobe, a big window,

DESK + WRITE

desk, chair, and

MY FAMILY FATHER MOTHER

CHAIR

a toy chest.

In my family there are dad,

BROTHER BROTHER + WOMAN (SISTER) I

BOX + OPEN + TOYS +PLAY (TOY CHEST)

mom, brother, sister, and I.

(when counting we can touch fingers of the

(when counting we can touch fingers of the left

left hand with extended right-hand index finger) hand with the extended right index finger)

25

My mom's name is Sonja.

MY MOTHER NAME S-O-N-J-A

YOUR ROOM WHAT THIS WHAT

What is in your room?

My dad's name is Brane.

MY FATHER NAME B-R-A-N-E

(questioning facial expression, lowered eyebrows) My brother's name is Luka.

MY BROTHER OLDER NAME L-U-K-A

MY ROOM

MY BROTHER + WOMAN (SISTER) LITTLE

My sister's name is Naja.

SLEEP BUNK-BED

NAME N-A-J-A

33

In my room there is

CLOTHES + OPEN

Our surname is Kralj.

WE SECOND + NAME (SURNAME) K-R-A-L-J

bunk beds, wardrobe, door,

LIGHT

In our house live mom, dad,

light and toys.

WE HOUSE + INSIDE SLEEP MOTHER FATHER

TOYS

sister, and I.

SISTER I

(when counting we can touch fingers of the

left hand with the extended right index finger)

Grandma and grandpa live

GRANDFATHER + WOMAN (GRANDMOTHER)

with us, too.

GRANDFATHER THEY LIVE TOGETHER

grandma

GRANDFATHER + WOMAN (GRANDMOTHER)

My mom's name is Lidija.

MY MOTHER NAME L-I-D-I-J-A

Eva

E-V-A

27

My dad's name is Jaka.

MY FATHER NAME J-A-K-A

grandpa

GRANDFATHER

MY BROTHER + WOMAN (SISTER) LITTLE

37

My sister's name is Hana.

NAME H-A-N-A

Hana

H-A-N-A

MY GRANDFATHER + WOMAN (GRANDMOTHER)

mom

My grandma's name is Majda.

MOTHER

NAME M-A-J-D-A

dad

FATHER

My grandpa's name is Janez.

MY GRANDFATHER NAME J-A-N-E-Z

Our surname is Novak.

WE TOGETHER SECOND + NAME (SURNAME)

N-O-V-A-K

30

31

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

In the apartment

HOUSE + INSIDE (APARTMENT)

What is your name?

YOU NAME (questioning facial expression,

lowered eyebrows)

28

Children's room

CHILDREN + ROOM

My name is Eva.

MY NAME E-V-A sign: EVA

Living room

LIVE + ROOM

15

She is a girl. Her name is Eva.

HE GIRL HIS NAME E-V-A

Bedroom

SLEEP + ROOM

SHE AGE HOW MUCH (questioning facial

How old are you?

Bathroom

SHOWER + ROOM

expression, lowered eyebrows)

29

Toilet

TOILET

I am six years old.

I AGE SIX

Kitchen

COOK + ROOM

She is six years old.

HE (SHE) SIX AGE

Dining room

EAT + ROOM

Home and family

HOUSE FAMILY

What is in your room?

YOUR ROOM WHAT THIS

My home

MY HOUSE

(questioning facial expression, lowered eyebrows) 23

I live in a block of flats.

I LIVE BUILDING + FLOORS

MY ROOM BED + SLEEP

I live in a house.

I SLEEP INSIDE HOUSE

CLOTHES + OPEN (WARDROBE)

31

In my room there are a bed,

BIG SHAPE: SQUARE + OPEN (WINDOW)

My family

MY FAMILY

a wardrobe, a big window,

DESK + WRITE

desk, chair, and

MY FAMILY FATHER MOTHER

CHAIR

a toy chest.

In my family there are dad,

BROTHER BROTHER + WOMAN (SISTER) I

BOX + OPEN + TOYS +PLAY (TOY CHEST)

mom, brother, sister, and I.

(when counting we can touch fingers of the

(when counting we can touch fingers of the left

left hand with extended right-hand index finger) hand with the extended right index finger)

25

My mom's name is Sonja.

MY MOTHER NAME S-O-N-J-A

YOUR ROOM WHAT THIS WHAT

What is in your room?

My dad's name is Brane.

MY FATHER NAME B-R-A-N-E

(questioning facial expression, lowered eyebrows) My brother's name is Luka.

MY BROTHER OLDER NAME L-U-K-A

MY ROOM

MY BROTHER + WOMAN (SISTER) LITTLE

My sister's name is Naja.

SLEEP BUNK-BED

NAME N-A-J-A

33

In my room there is

CLOTHES + OPEN

Our surname is Kralj.

WE SECOND + NAME (SURNAME) K-R-A-L-J

bunk beds, wardrobe, door,

LIGHT

In our house live mom, dad,

light and toys.

WE HOUSE + INSIDE SLEEP MOTHER FATHER

TOYS

sister, and I.

SISTER I

(when counting we can touch fingers of the

left hand with the extended right index finger)

Grandma and grandpa live

GRANDFATHER + WOMAN (GRANDMOTHER)

with us, too.

GRANDFATHER THEY LIVE TOGETHER

grandma

GRANDFATHER + WOMAN (GRANDMOTHER)

My mom's name is Lidija.

MY MOTHER NAME L-I-D-I-J-A

Eva

E-V-A

27

My dad's name is Jaka.

MY FATHER NAME J-A-K-A

grandpa

GRANDFATHER

MY BROTHER + WOMAN (SISTER) LITTLE

37

My sister's name is Hana.

NAME H-A-N-A

Hana

H-A-N-A

MY GRANDFATHER + WOMAN (GRANDMOTHER)

mom

My grandma's name is Majda.

MOTHER

NAME M-A-J-D-A

dad

FATHER

My grandpa's name is Janez.

MY GRANDFATHER NAME J-A-N-E-Z

Our surname is Novak.

WE TOGETHER SECOND + NAME (SURNAME)

N-O-V-A-K

30

31

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

Numbers and animals

NUMBERS FARM ANIMALS

On the farm

ON DIG (FARM)

43

Numbers

NUMBERS

My grandpa lives on a farm.

MY GRANDFATHER THERE LIVE

LOCATION + DIG (FARM)

One … ten

ONE … TEN

He has many domestic animals.

HE HAVE MANY ANIMALS

Domestic animals

DIG + ANIMALS

cat

CAT

55

He has three cows, two sheep,

HAVE THREE COW TWO SHEEP FIVE HEN

five hens, and a rooster.

ONE ROOSTER

cow

COW

He also wants a pig, goats,

LIKE HAVE PIG GOAT RABBIT HORSE

goat

GOAT

rabbits, and a horse.

sheep

SHEEP

Muri the big dog protects the house.

THERE BIG DOG NAME M-U-R-I HE WATCH

HOUSE

45

hen

HEN

I like the small cat.

I LOVE SMALL CAT

dog

DOG

three

THREE

pig

PIG

five

FIVE

rabbit

RABBIT

56

two

horse

TWO

HORSE

rooster

one

ROOSTER

ONE

four

1. What is this?

1. WHAT (questioning facial expression)

FOUR

one

2. HEN (questioning facial expression, raised

ONE

2. A hen?

eyebrows)

four

FOUR

3. No.

3. NO (smiling)

nine

48

NINE

4. A rooster!

4. ROOSTER

57

seven

SEVEN

1. Do you have a cat?

1. YOU HAVE CAT (questioning facial expression)

two

TWO

2. I don't have a cat.

2. NOTHING (I NOT HAVE) CAT (sad facial expression) ten

TEN

3. I have a dog!

3. BUT I HAVE DOG (happy facial expression)

five

FIVE

1. What do you see there?

1. YOU SEE WHAT (questioning facial expression)

Expressions:

2. There is a sheep.

2. THIS SHEEP

60

No. Yes. What? I don't have.

49

NO. YES. WHAT? I NOT HAVE.

3. Here is a cow.

3. THIS COW

pig

PIG

4. Yes!

4. YES (happy facial expression)

cow

Count the animals!

COW

SEE ANIMALS HOW MUCH THIS

cat

Five cats.

CAT

FIVE CAT

rooster

52

Eight cats.

ROOSTER

EIGHT CAT

horse

No. Wrong! Repeat!

HORSE

NO WRONG COME-ON AGAIN

61

sheep

Seven cats? Yes!

SEVEN CAT (questioning facial expression) YES (happily) SHEEP

rabbit

Two horses.

TWO HORSE

RABBIT

dog

Four horses.

FOUR HORSE

DOG

53

hen

Eight horses.

THREE HORSE

HEN

goat

Correct!

APPLAUSE CORRECT (happily)

GOAT

32

33

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

Page

ENGLISH

INTERNATIONAL SIGN LANGUAGE

Numbers and animals

NUMBERS FARM ANIMALS

On the farm

ON DIG (FARM)

43

Numbers

NUMBERS

My grandpa lives on a farm.

MY GRANDFATHER THERE LIVE

LOCATION + DIG (FARM)

One … ten

ONE … TEN

He has many domestic animals.

HE HAVE MANY ANIMALS

Domestic animals

DIG + ANIMALS

cat

CAT

55

He has three cows, two sheep,

HAVE THREE COW TWO SHEEP FIVE HEN

five hens, and a rooster.

ONE ROOSTER

cow

COW

He also wants a pig, goats,

LIKE HAVE PIG GOAT RABBIT HORSE

goat

GOAT

rabbits, and a horse.

sheep

SHEEP

Muri the big dog protects the house.

THERE BIG DOG NAME M-U-R-I HE WATCH

HOUSE

45

hen

HEN

I like the small cat.

I LOVE SMALL CAT

dog

DOG

three

THREE

pig

PIG

five

FIVE

rabbit

RABBIT

56

two

horse

TWO

HORSE

rooster

one

ROOSTER

ONE

four

1. What is this?

1. WHAT (questioning facial expression)

FOUR

one

2. HEN (questioning facial expression, raised

ONE

2. A hen?

eyebrows)

four

FOUR

3. No.

3. NO (smiling)

nine

48

NINE

4. A rooster!

4. ROOSTER

57

seven

SEVEN

1. Do you have a cat?

1. YOU HAVE CAT (questioning facial expression)

two

TWO

2. I don't have a cat.

2. NOTHING (I NOT HAVE) CAT (sad facial expression) ten

TEN

3. I have a dog!

3. BUT I HAVE DOG (happy facial expression)

five

FIVE

1. What do you see there?

1. YOU SEE WHAT (questioning facial expression)

Expressions:

2. There is a sheep.

2. THIS SHEEP

60

No. Yes. What? I don't have.

49

NO. YES. WHAT? I NOT HAVE.

3. Here is a cow.

3. THIS COW

pig

PIG

4. Yes!

4. YES (happy facial expression)

cow

Count the animals!

COW

SEE ANIMALS HOW MUCH THIS

cat

Five cats.

CAT

FIVE CAT

rooster

52

Eight cats.

ROOSTER

EIGHT CAT

horse

No. Wrong! Repeat!

HORSE

NO WRONG COME-ON AGAIN

61

sheep

Seven cats? Yes!

SEVEN CAT (questioning facial expression) YES (happily) SHEEP

rabbit

Two horses.

TWO HORSE

RABBIT

dog

Four horses.

FOUR HORSE

DOG

53

hen

Eight horses.

THREE HORSE

HEN

goat

Correct!

APPLAUSE CORRECT (happily)

GOAT

32

33





ABOUT THE AUTHORS

ABOUT THE REVIEWERS

Katja Krajnc

Matic Pavlič

Katja Krajnc has a degree in Speech and Language Therapy and Surdope-Matic Pavlič is a linguist, focusing on the research of Slovenian sign language.

dagogy and is employed at ZGNL. As a teacher of deaf and hard of hearing After obtaining a degree in General Linguistics and Comparative Literature, he children she spent most of her career teaching the youngest deaf and hard received a PhD at the university of Ca' Foscara in Venice on the topic of the basic of hearing preschool children. She went on to teach at the primary school.

word order in Slovenian sign language. He participates in implementing the She has been interested in sign language since the time she studied at the Slovenian Sign Language Interpreter Certification Programme, teaches Slovenian Faculty of Education Ljubljana, learning Slovenian sign language from the sign language as an elective subject in primary school at ZGNL and lectures in deaf, her coworker Ljubica Podboršek, and other sign language interpreters.

Speech and Language Therapy and Surdopedagogy study programme at the She also uses sign language to communicate with her spouse's deaf parents. She has a Slovenian Faculty of Education Ljubljana. In 2018/19 he designed and implemented the sign language interpreter certificate. Together with Ljubica Podboršek she was one of the first to European project Slovenian Sign Language Video Dictionary under the auspices teach Slovenian sign language classes at ZGNL for the parents of deaf children, her coworkers, of the Deaf and Hard of Hearing Clubs Association of Slovenia.

and others who were interested in learning Slovenian sign language. Together they wrote the student's books for the first three levels of Slovenian sign language.

Currently she teaches Communication and Slovenian sign language at the secondary school Marjetka Kulovec

and Slovenian sign language classes for the employees of the ZGNL.

Marjetka Kulovec was the first deaf teacher at ZGNL. She actively participates in teachers' seminars for regular schools and kindergartens, where she shares her Marjetka Štampek

life experience with deafness and deaf education. In 2018 she was the first deaf Slovenian to earn a doctoral degree.

Meta Štampek studied Speech and Language Therapy and Surdopedagogy at the Faculty of Education Ljubljana. She has been teaching deaf and hard At present she teaches Slovenian sign language at the secondary school of ZGNL

of hearing children as well as children with speech and language difficulties and works as a deaf interpreter in the classroom in primary and secondary school.

at ZGNL for thirty years. Children with multiple issues need different She also teaches Slovenian sign language classes for the employees of ZGNL and approaches and methods of work, therefore she finds and uses varied other interested parties.

ways of making the path to understanding and knowledge easier. Among others she includes elements of drama in education to make her lessons more interesting.

She shares her knowledge with her coworkers and other teachers. At present she teaches the Katja Šifrar

deaf and hard of hearing students in the second triennium of the nine-year elementary school.

Katja Šifrar is a special education teacher working in the Health Unit of ZGNL.

Her duties include special education assessment of students with speech and Simona Zupan Šmigič

language impairment, children with Autism spectrum disorder, and deaf and hard of hearing students. She works with preschool children and students Simona Zupan Šmigič studied Special Education at the Faculty of Education with attention deficit disorders, specific learning difficulties in reading, writing, Ljubljana, specialising in Speech and Language Therapy and Surdopedagogy.

mathematics, and other areas, who have problems with schoolwork in regular After completing her studies, she started working at ZGNL, where she worked primary schools. She works in teams and cooperates with a psychologist, speech for a number of years as a teacher of the deaf in preschool, and later taught therapist, occupational therapist, and the school or kindergarten which the child in primary school. For several years she worked as a peripatetic teacher, attends. In her work she closely cooperates with the parents of the children she attending to children and students in regular kindergartens, primary schools, works with.

and secondary schools, where she provided peripatetic surdopedagogical and speech therapy support. For many years she has participated in different workshops for children in integration.

Despite her vast, 30-year experience in working with deaf and hard of hearing children, she often faces the challenge of how to help individual children gain better communication and independent living skills. She currently utilizes her knowledge and her exceptional understanding of children to help deaf and hard of hearing pupils in the first five years of primary school.

34

35





ABOUT THE AUTHORS

ABOUT THE REVIEWERS

Katja Krajnc

Matic Pavlič

Katja Krajnc has a degree in Speech and Language Therapy and Surdope-Matic Pavlič is a linguist, focusing on the research of Slovenian sign language.

dagogy and is employed at ZGNL. As a teacher of deaf and hard of hearing After obtaining a degree in General Linguistics and Comparative Literature, he children she spent most of her career teaching the youngest deaf and hard received a PhD at the university of Ca' Foscara in Venice on the topic of the basic of hearing preschool children. She went on to teach at the primary school.

word order in Slovenian sign language. He participates in implementing the She has been interested in sign language since the time she studied at the Slovenian Sign Language Interpreter Certification Programme, teaches Slovenian Faculty of Education Ljubljana, learning Slovenian sign language from the sign language as an elective subject in primary school at ZGNL and lectures in deaf, her coworker Ljubica Podboršek, and other sign language interpreters.

Speech and Language Therapy and Surdopedagogy study programme at the She also uses sign language to communicate with her spouse's deaf parents. She has a Slovenian Faculty of Education Ljubljana. In 2018/19 he designed and implemented the sign language interpreter certificate. Together with Ljubica Podboršek she was one of the first to European project Slovenian Sign Language Video Dictionary under the auspices teach Slovenian sign language classes at ZGNL for the parents of deaf children, her coworkers, of the Deaf and Hard of Hearing Clubs Association of Slovenia.

and others who were interested in learning Slovenian sign language. Together they wrote the student's books for the first three levels of Slovenian sign language.

Currently she teaches Communication and Slovenian sign language at the secondary school Marjetka Kulovec

and Slovenian sign language classes for the employees of the ZGNL.

Marjetka Kulovec was the first deaf teacher at ZGNL. She actively participates in teachers' seminars for regular schools and kindergartens, where she shares her Marjetka Štampek

life experience with deafness and deaf education. In 2018 she was the first deaf Slovenian to earn a doctoral degree.

Meta Štampek studied Speech and Language Therapy and Surdopedagogy at the Faculty of Education Ljubljana. She has been teaching deaf and hard At present she teaches Slovenian sign language at the secondary school of ZGNL

of hearing children as well as children with speech and language difficulties and works as a deaf interpreter in the classroom in primary and secondary school.

at ZGNL for thirty years. Children with multiple issues need different She also teaches Slovenian sign language classes for the employees of ZGNL and approaches and methods of work, therefore she finds and uses varied other interested parties.

ways of making the path to understanding and knowledge easier. Among others she includes elements of drama in education to make her lessons more interesting.

She shares her knowledge with her coworkers and other teachers. At present she teaches the Katja Šifrar

deaf and hard of hearing students in the second triennium of the nine-year elementary school.

Katja Šifrar is a special education teacher working in the Health Unit of ZGNL.

Her duties include special education assessment of students with speech and Simona Zupan Šmigič

language impairment, children with Autism spectrum disorder, and deaf and hard of hearing students. She works with preschool children and students Simona Zupan Šmigič studied Special Education at the Faculty of Education with attention deficit disorders, specific learning difficulties in reading, writing, Ljubljana, specialising in Speech and Language Therapy and Surdopedagogy.

mathematics, and other areas, who have problems with schoolwork in regular After completing her studies, she started working at ZGNL, where she worked primary schools. She works in teams and cooperates with a psychologist, speech for a number of years as a teacher of the deaf in preschool, and later taught therapist, occupational therapist, and the school or kindergarten which the child in primary school. For several years she worked as a peripatetic teacher, attends. In her work she closely cooperates with the parents of the children she attending to children and students in regular kindergartens, primary schools, works with.

and secondary schools, where she provided peripatetic surdopedagogical and speech therapy support. For many years she has participated in different workshops for children in integration.

Despite her vast, 30-year experience in working with deaf and hard of hearing children, she often faces the challenge of how to help individual children gain better communication and independent living skills. She currently utilizes her knowledge and her exceptional understanding of children to help deaf and hard of hearing pupils in the first five years of primary school.

34

35





ABOUT THE REVIEWERS

Mateja Frangež

Mateja Frangež studied Special and Rehabilitation Pedagogy and she works at the Center za sluh in govor Maribor. She began by teaching the youngest children with speech and language impairment in preschool and later she worked with the youngest deaf and hard of hearing children. While teaching and communicating with them she started to use Slovenian sign language and acquired additional knowledge in the field. In recent years, she has been teaching in the first triennium of the adapted primary school programme of equal educational standard for the deaf and hard of hearing.

Živana Rusić

Živana Rusić is a primary school teacher. She completed her studies at the Faculty of Education in Maribor and began her teaching career in a regular primary school. Since she had always enjoyed working with people with special needs, she began working with them as a student and on many occasions as a volunteer. She continued her path at Center za sluh in govor Maribor, where she teaches children with special needs. There she experienced her first encounter with deafness. Since she knew the importance of everyday communication with deaf students, she learned sign language and passed all the exams. Even though verbotonal method is the primary method of teaching at Center za sluh in govor Maribor, her knowledge of sign language proved very useful because it enabled her to approach her students in a way which is most appropriate for them. Because she enjoys working with the deaf, she completed the advanced training programme in special education for working with children with speech, language and communication impediments at the Faculty of Education Ljubljana. For many years she accompanied deaf children in summer camps in Punat and Poreč during the summer holidays. There is a clear shortage of literature and teaching materials aimed at the deaf so she enthusiastically participates in their creation.

REFERENCES

Pfifer, Ajda (2016). Zgodnji dostop do znakovnega jezika in jezikovna kompetentnost gluhih otrok. Doctoral thesis. Faculty of Arts, University of Ljubljana.

Kulovec, Marjetka (2018) Analiza strategij tolmačenja znakovnega jezika v Sloveniji in njihovega vpliva na razumevanje. Doctoral thesis. Faculty of Arts, University of Ljubljana.

Knez, Mihaela et al. (2015). Križ kraž. Učbenik za začetno učenje slovenščine kot drugega in tujega jezika za neopismenjene otroke. Ljubljana: Ljubljana University Press, Faculty of Arts.

Pavlič, Matic (2016). Kako otrok z okvaro sluha usvoji jezik? Priročnik za starše in strokovne delavce. Ljubljana: Deaf and Hard of Hearing Clubs Association of Slovenia.

Pavlič, Matic (2019). Priročna video slovnica slovenskega znakovnega jezika. Ljubljana: Deaf and Hard of Hearing Clubs Association of Slovenia, ZRC Publishing.

36

37





ABOUT THE REVIEWERS

Mateja Frangež

Mateja Frangež studied Special and Rehabilitation Pedagogy and she works at the Center za sluh in govor Maribor. She began by teaching the youngest children with speech and language impairment in preschool and later she worked with the youngest deaf and hard of hearing children. While teaching and communicating with them she started to use Slovenian sign language and acquired additional knowledge in the field. In recent years, she has been teaching in the first triennium of the adapted primary school programme of equal educational standard for the deaf and hard of hearing.

Živana Rusić

Živana Rusić is a primary school teacher. She completed her studies at the Faculty of Education in Maribor and began her teaching career in a regular primary school. Since she had always enjoyed working with people with special needs, she began working with them as a student and on many occasions as a volunteer. She continued her path at Center za sluh in govor Maribor, where she teaches children with special needs. There she experienced her first encounter with deafness. Since she knew the importance of everyday communication with deaf students, she learned sign language and passed all the exams. Even though verbotonal method is the primary method of teaching at Center za sluh in govor Maribor, her knowledge of sign language proved very useful because it enabled her to approach her students in a way which is most appropriate for them. Because she enjoys working with the deaf, she completed the advanced training programme in special education for working with children with speech, language and communication impediments at the Faculty of Education Ljubljana. For many years she accompanied deaf children in summer camps in Punat and Poreč during the summer holidays. There is a clear shortage of literature and teaching materials aimed at the deaf so she enthusiastically participates in their creation.

REFERENCES

Pfifer, Ajda (2016). Zgodnji dostop do znakovnega jezika in jezikovna kompetentnost gluhih otrok. Doctoral thesis. Faculty of Arts, University of Ljubljana.

Kulovec, Marjetka (2018) Analiza strategij tolmačenja znakovnega jezika v Sloveniji in njihovega vpliva na razumevanje. Doctoral thesis. Faculty of Arts, University of Ljubljana.

Knez, Mihaela et al. (2015). Križ kraž. Učbenik za začetno učenje slovenščine kot drugega in tujega jezika za neopismenjene otroke. Ljubljana: Ljubljana University Press, Faculty of Arts.

Pavlič, Matic (2016). Kako otrok z okvaro sluha usvoji jezik? Priročnik za starše in strokovne delavce. Ljubljana: Deaf and Hard of Hearing Clubs Association of Slovenia.

Pavlič, Matic (2019). Priročna video slovnica slovenskega znakovnega jezika. Ljubljana: Deaf and Hard of Hearing Clubs Association of Slovenia, ZRC Publishing.

36

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38

39





38

39





40

41





40

41





42

43





42

43





1

2

1

2

+

1

2

1

2

1

2

1

2

44

45





1

2

1

2

+

1

2

1

2

1

2

1

2

44

45

CHILDREN'S

LIVING

ROOM

ROOM

BATHROOM

KITCHEN

DINING

BEDROOM

ROOM

46

47

CHILDREN'S

LIVING

ROOM

ROOM

BATHROOM

KITCHEN

DINING

BEDROOM

ROOM

46

47

48

#