This is Lesson 11, which talks about money, and different issues related to this. In the next column along we find the lesson’s linguistic content. This is about verbs, of which there is quite a range, and about how they ‘agree’ with the situation. For example, when we are talking about money, the verb PAY can be signed in different ways to indicate the manner in which we pay and how much we pay, using aspect and NMF to vary the verb agreement: PAY; PAY-A LOT; PAY-RELUCTANT; PAY-TEENY-BIT; PAY-OUT [to several recipients]; PAY-FINAL and so on. It varies, according to the verb agreement. Similarly, SPEND can vary through verb agreement: SPEND-SPEND-LOTS or SPEND-A BIT. For example, perhaps we’ve won the Lottery, and we show with verb agreement how much we won: GOT-MONEY-HUGE! Or perhaps we only won £10:00 – GOT MONEY-MEASLY-BIT. Remember this uses directional verbs to show that we RECEIVE [in towards the signer’s body] or SPEND [outwards] money, and the classifiers show the amount: we receive BIG-MONEY, then SPEND!-SPEND!-SPEND! is shown by outward direction and aspectual repetition accompanied by facial expression. In a similar way we see that BUY!-BUY!-BUY! uses extreme facial expression and aspectual repetition to show intense enjoyment and pleasure in shopping with a fortune. There is such a wide range of variation in the way we can sign about money: SPEND, BUY, GIVE, RECEIVE, SAVE and so on – they all use verb agreement associated with money.
The next column contains cultural issues. This covers the way we discuss things in sign language. We have straight-talk, direct, or talking about someone, say [him/her] THERE, THAT-ONE. For more detail, look on the website under ‘Culture’ and that will explain more.
The last column contains the learning outcomes that students should achieve in this lesson. Here we have a list of things the students should talk about when discussing money. You can do it your way, but perhaps you would like to use role-play, or have papers with pictures on that lead to discussion. You can go into some depth and ask the students questions about what they would do if they had a great deal of money, how they would spend it and so on. It will vary according to their lifestyles. Perhaps you could talk about cars, and putting down a deposit; for a house you would still sign DEPOSIT-PAY, but with larger and more intense verb agreement. You can demonstrate hand-shape classifiers with WINNING a huge sum or a tiny amount. You will see that there is a wide range of topics and issues to discuss concerning the subject of ‘money’.
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