Mastering ASL: A Guide to Signing Naturally Unit 6.15 If you are working through the Signing Naturally curriculum, you know that Unit 6 is a major milestone. It moves beyond simple vocabulary and dives deep into the art of Storytelling. Specifically, Unit 6.15: The Lion and the Mouse is a cumulative assessment of your ability to use role-shifting, spatial agreement, and classifiers.
Searching for "Signing Naturally Unit 6.15 answers" is common for students who want to verify their comprehension. Below, we break down the key elements of this unit to help you master the material. The Goal of Unit 6.15
This unit focuses on the classic fable of The Lion and the Mouse. Unlike previous lessons that focus on individual signs, this unit tests your ability to weave a narrative. You aren't just looking for "right or wrong" vocabulary; you are looking for narrative structure. Key Components to Watch For
To find the "answers" in the video exercises, you must identify these four linguistic tools: 1. Role-Shifting (Body Agreement)
In Unit 6.15, the narrator switches between the Lion and the Mouse.
The Lion: The signer will shift their shoulders slightly, look down (to address the small mouse), and use larger, more aggressive movements.
The Mouse: The signer will look up (at the lion), shift their body in the opposite direction, and use smaller, more frantic movements. 2. Classifiers (CL)
Classifiers are essential for the "answers" in this workbook section. You will likely see:
CL:B (Flat hand): Used to represent the lion’s large paw pinning the mouse.
CL:G or CL:1: Used to show the mouse scurrying or the thin ropes of the hunter's net.
CL:V (Bent): Representing the lion’s legs or the mouse’s crouched position. 3. Facial Expressions (Non-Manual Markers)
In ASL storytelling, the "answer" is often on the face. Pay attention to:
Mouth Morphemes: "Cha" for something large (the lion) or "Poo" for something small or a sudden action.
Eye Gaze: This establishes where the characters are in the 3D space around the signer. 4. The Plot Points
When filling out your workbook, ensure you’ve identified these specific story beats: The Mouse accidentally wakes the sleeping Lion. The Lion catches the Mouse and intends to eat him.
The Mouse begs for mercy, promising to help the Lion one day. The Lion laughs (skepticism) but lets the Mouse go. The Lion gets caught in a hunter’s net. The Mouse gnaws through the ropes to free the Lion. Study Tips for Success
If you are struggling to follow the video in the Signing Naturally DVD or online portal:
Watch at 0.5x Speed: Storytelling units move fast. Slowing down the video helps you catch the subtle shifts in eye gaze.
Mirror the Signer: Don't just watch. Sign along with the video. Feeling the movement of the "Net" or the "Paw" will help you remember the classifiers used.
Focus on the "Why": Instead of just looking for the English word translation, ask yourself why the signer moved their hand in a specific direction. Usually, it's to maintain Spatial Agreement. Conclusion
Unit 6.15 is less about memorizing signs and more about understanding the visual grammar of ASL. By focusing on how the signer uses their space and body to represent the Lion and the Mouse, you’ll find that the "answers" become clear through the context of the story.
Unit 6.15 generally focuses on:
FOR + [number] + [time unit] (e.g., FOR TWO DAYS, FOR THREE WEEKS)Common types of exercises in 6.15:
I STUDY FOR THREE HOURHow to find your answers ethically:
If you describe a specific question or sign sequence from 6.15 (without copying the entire page), I can explain the grammar rule or help you figure out the answer step by step.
Because their native English brain wants to say: "He walked in, then a dog ran by, and then a vase fell." But ASL requires spatial mapping: Where was the vase? Which side was the man on? Did the dog move left-to-right or right-to-left?
To help you recognize the signs in the video:
I can’t provide or help locate answer keys for copyrighted school materials or tests. I can, however, write an informative article about the topics likely covered in Signing Naturally Unit 6.15 (what it teaches, key grammar and vocabulary, practice activities, and study tips). I’ll assume Unit 6.15 focuses on [common themes in intermediate ASL units: requests/negations, classifiers, directional verbs, role-shifting, and conversational strategies]. Proceed with that assumption?
The Signing Naturally Unit 6.15 review focuses on narrative structure through the childhood story "I Wanna Be Different." Key Vocabulary & Signs
This unit introduces specific signs used to denote narrative flow and common household or childhood terms:
Narrative Transitions: "Now," "Going to tell you a story," "One day," and "Used to".
Household/Family Signs: Kitchen, Bedroom, Sister, Similar/Look Alike, Different.
Specific Story Signs: Rooster, Chicken Pox (signed as CHICKEN then fingerspelled P-O-X). Childhood Story: "I Wanna Be Different" Analysis
The primary focus of this unit is analyzing Melinda’s story about growing up with her sister. Narrative Element Story Details Opening Phrase: "Now, going to tell you a story"
After introducing the sign for "rooster," she uses this phrase to signal the start of her narrative. Background Focus: Family dynamics
Melinda and her sister looked very similar; their mother dressed them exactly alike. Her sister hated this and wanted to be different. The Body Transition: "One day"
Melinda came home from school with a rash—it was chicken pox. The Twist Focus: Being different
Her sister eventually got chicken pox too, making them "the same" again. To make the sister feel unique, her father told her she actually had "rooster pox". Conclusion Transition: "Now" or "Still"
Melinda reflects that while she wanted to be different at the time, once it actually happened (being sick), it didn't seem worth it anymore. Narrative Structure Checklist
When reviewing this unit, ensure you can identify these technical ASL storytelling elements:
Transitions: Use raised eyebrows to signal the beginning of a new scene or segment.
Pauses: Used to clearly end a scene before moving to the next part of the story.
Modified Verbs: Used to show the passage of time or the intensity of an action.
Role Shift: Establishing locations for characters (dominant vs. non-dominant side) to show interaction. [Solved] Signing naturally 6.15 - Course Hero
The primary focus of Signing Naturally Unit 6.15 The Story of the Gum The Gumball Story
"), which tests your ability to comprehend and retell a narrative using American Sign Language (ASL) classifiers, spatial agreement, and transitions. Key Comprehension Answers for Unit 6.15
Based on the curriculum workbook for Unit 6.15, here are the core answers and concepts covered in the " The Story of the Gum " comprehension task: Setting the Scene
: The story begins with a boy walking down the street while chewing gum. The Problem
: The boy blows a bubble, it pops on his face, and he eventually throws the gum on the sidewalk. The Chain of Events An elderly man walks by and steps on the gum.
A woman with a baby carriage (stroller) gets the gum stuck on a wheel.
A person sitting on a bench gets the gum stuck on their pants. The Resolution signing naturally unit 6.15 answers
: The boy returns, finds the gum, and starts chewing it again (the "gross-out" ending). Core ASL Techniques Taught in 6.15
To answer the workbook questions or perform the retelling correctly, you must demonstrate these specific skills: Classifiers (CL) : Used to show the boy walking or the elderly man’s legs.
: Used to represent the flat surface of the sidewalk or the bottom of a shoe.
: Used to show a person walking or the movement of a single individual. Role Shifting
: You must shift your body to represent the different characters (the boy, the old man, the woman) to show their reactions to getting stuck. Spatial Agreement
: Placing the "gum" in one specific location in your signing space and ensuring every character interacts with that same spot. Retelling Tips
If you are looking for "solid text" to help write your summary or prep for a video assignment: Transition Chronologically
: Use "WRIST-TAP" (time) or "FINISH" to move between the different people who step on the gum. Exaggerate Facials
: ASL narratives rely on Non-Manual Markers (NMMs). Use disgusted facial expressions when the gum sticks and a "clueless" expression for the boy at the end. specific classifiers used for the baby carriage or the bench scene? Proactive Follow-up: Are you preparing for a comprehension quiz on the video, or do you need a
(written ASL structure) to help you record your own version of the story?
Finding the right answers for Signing Naturally Unit 6.15 (The Story of the Gum) can be tricky because ASL is a visual language that doesn't always translate word-for-word into English. This unit focuses on "The Gum Story," a classic ASL narrative used to test your ability to follow transitions, classifiers, and facial expressions. If you are working through the workbook, 15. Understanding "The Gum Story"
Unit 6.15 isn't just about what happened; it’s about how it's signed. The story follows a person who finds a piece of gum, chews it, and eventually gets it stuck in various places. 1. The Sequence of Events (The "Answers")
Most assignments for Unit 6.15 ask you to identify the order of the story. While your specific workbook version might vary slightly, the core sequence is:
Discovery: The character finds a piece of gum on the ground (often under a bench or table).
Preparation: They pick it up, clean it off (disgusting, we know!), and start chewing it.
The Problem: The character tries to get rid of the gum, but it becomes a nightmare.
The Struggle: The gum gets stuck on the character's hand, then their other hand, then their hair or clothes.
The Resolution: Usually involves the character finally getting "rid" of the gum, often by passing the problem to someone else (like sticking it back where they found it). 2. Key Classifiers Used
In Unit 6.15, you aren't just looking for vocabulary; you’re looking for Classifiers (CL). To answer questions about the "how," look for these:
CL:L (Circular/Small object): Used to show the shape and size of the gum.
CL:5 (Claw): Used to show the gum stretching or sticking to surfaces.
CL:V (Modified): Often used to show the character’s eyes looking at the gum in frustration. 3. Transitions and Facial Expressions
The workbook often asks about the "non-manual markers" (NMMs).
Transitions: Look for a slight pause, a head tilt, or a shift in body position to indicate a new "scene" in the story.
Role Shifting: The signer will shift their body to represent different "sides" of the struggle—the person vs. the gum. Tips for Getting the Best Grade on Unit 6.15
Watch the "Sticking" Points: When the gum sticks to a new surface, the signer uses a specific facial expression (often a "grimace" or "yuck" face). Your answers should reflect that the character is frustrated.
Focus on the Ending: A common question is "Where did the gum end up?" Pay close attention to the very last sign. Usually, the character sticks it back under a seat or onto a passing object.
Don't Just Translate: ASL is conceptual. If the question asks what a sign means, don't just give a one-word English answer. Explain the action being described. Why You Shouldn't Just Copy Answers
While it's tempting to find a list of "A, B, C, D" answers online, Unit 6 is the foundation for ASL storytelling. Mastering the gum story helps you understand how to use your signing space and how to handle "object permanence" in a story. If you can sign the gum story well, you can sign almost anything!
Signing Naturally Unit 6.15 , the lesson centers on "I Wanna Be Different,"
a childhood story told by Melinda. Below are the key answers and structural elements for this section: Story Comprehension: "I Wanna Be Different" Opening Phrase : Melinda opens the story with the phrase "Now, I am going to tell you a story" Introduction/Context
: Melinda and her younger sister looked very similar (same hair and eye color). Their mother often dressed them alike and gave them matching haircuts.
: The sister disliked looking like Melinda and strongly desired to be "different". The Turning Point
: One day, Melinda came home with a rash, which turned out to be chickenpox . Shortly after, her sister also caught chickenpox. Resolution/Lesson
: Because they both had the same illness, they were "no longer different." Melinda concludes that while she wanted to be different from her sister, when it actually happened, it didn't seem worth it. Course Sidekick Narrative Structure (Page 351)
This exercise asks students to identify the storytelling transitions and verb modifications used in the video: Course Sidekick Transition (used to begin a scene) Modified Verb (used to show the passage of time or manner) Transition Modified Verb Transition Signs for Talking (Exercise 1, Page 355)
Students must match the correct ASL sign (A, B, C, or D) for "talking" or "speaking" based on the sentence context: Course Hero : "When I was little, my teachers said I too much in class." : "I enjoyed with her." : "My aunt
Signing Naturally Unit 6.15 homework, titled "Childhood Stories: I Wanna Be Different," focuses on narrative structure, using transitions, and describing childhood experiences in American Sign Language (ASL)
Below are the common questions and verified answers based on student workbook materials: Story 1: "I Wanna Be Different" (Narrative Structure)
In this segment, storyteller Melinda shares a story about wanting to be unique from her sisters Opening Phrase:
After signing "rooster," she opens with "Now, I am going to tell you a story" or "Long ago when I was a little girl" Background Summary:
Melinda and her sisters looked very similar. Their mother liked to dress them alike, but Melinda's sisters hated it and wanted to look different Body Transition: She uses the transition sign for to move into the main plot Body Summary:
Melinda developed a rash that turned out to be chicken pox. Initially, she was happy to be "different" from her sisters Course Hero Final Transition: She uses the transition "Later on" to move to the conclusion Course Hero Conclusion Summary:
Her sister also caught chicken pox shortly after. Melinda realized that being "different" (having the pox) wasn't actually worth it because they were soon the same again Course Hero Check the Box: Language Elements (Page 351)
This section asks students to identify specific signing techniques used in the narrative Course Hero Transition (T) Modified Verb (MV) Modified Verb (MV) Transition (T) Transition (T) Signs for Talking (Page 355)
Students must identify the correct sign (A, B, C, or D) that matches the sentence provided in the video Course Hero Vocabulary Focus
Key vocabulary introduced in Unit 6.15 includes signs for childhood illnesses and storytelling markers Chicken Pox: Signed as "CHICKEN" followed by fingerspelling "POX" Tapping the thumb of a "3" handshape on the forehead Transitions: Common markers used include "ONE-DAY," "NOW," and "USED-TO" Course Hero
For further practice, you can find flashcards and interactive study sets on or view detailed homework breakdowns on narrative techniques
(like role-shifting) used in the "Ghost in My Room" story from the following section? Chapter 6 Lesson 15: Childhood Storytelling Assignments
In Signing Naturally Unit 6.15, the focus is on mastering narrative structure through the story "I Wanna Be Different" told by Melinda. To properly review this unit, you should focus on how she transitions between segments and uses specific storytelling strategies. Narrative Structure Breakdown Mastering ASL: A Guide to Signing Naturally Unit 6
The story follows a classic three-part structure. Below are the key answers to the common homework questions: Background / Opening:
Opening Phrase: After introducing the sign for "ROOSTER," Melinda opens the story with the phrase: "Now, going to tell you a story".
Summary: She explains how she and her sisters looked very similar. Her mother liked to dress them alike, but her sisters hated it and wanted to look unique. Body:
Transition: Melinda uses the transition "One day" to move into the main action.
Main Events: Melinda got chickenpox. Shortly after, her sister got them too. Her sister was upset because they were "the same" again. To make her feel better, their father told the sister she actually had "rooster pox". Conclusion:
Closing Transition: Melinda uses the sign "Now..." to wrap up.
Resolution: She reflects that while her sister wanted to be different, when it finally happened (via the "rooster pox"), it didn't seem worth it. Key Storytelling Techniques to Review
Introducing Key Signs: This unit highlights a strategy where a critical sign (like "rooster") is introduced before the story begins to ensure the audience understands the main point.
Transitions: Pay attention to raised brows when signing transitions like "One day" or "Now." This signals a new scene or segment to the viewer.
Role Shifting: Although more prominent in other Unit 6 stories, notice how Melinda maintains the perspective of her father and her sisters through slight body shifts. Vocabulary Spotlight
Make sure you are comfortable with these specific signs used in this lesson: Rooster: Thumb on forehead with "3" handshape. Chickenpox: Sign "CHICKEN" then fingerspell "POX".
Same / Alike: Using the "Y" handshape moving between two points. Chapter 6 Lesson 15: Childhood Storytelling Assignments
Signing Naturally Unit 6.15 Answers
In Unit 6.15 of Signing Naturally, students continue to build on their American Sign Language (ASL) skills, focusing on storytelling and narrative skills. This unit is designed to help students develop the ability to share personal experiences and tell stories using ASL.
Key Vocabulary
In this unit, students learn new vocabulary related to everyday life, such as:
Grammar and Syntax
Unit 6.15 reviews and expands on ASL grammar and syntax, including:
Storytelling Practice
Through a series of practice exercises and activities, students develop their storytelling skills, learning to:
Answers to Unit 6.15 Exercises
Here are some sample answers to the exercises in Unit 6.15:
Conclusion
Unit 6.15 of Signing Naturally helps students take their ASL skills to the next level, building confidence in their ability to share personal experiences and tell engaging stories. By mastering the skills and concepts presented in this unit, students become more effective communicators in ASL.
Signing Naturally Unit 6.15 Answers: A Comprehensive Guide
As you progress through the Signing Naturally curriculum, Unit 6.15 is an essential milestone that requires a thorough understanding of American Sign Language (ASL) vocabulary, grammar, and storytelling techniques. In this article, we'll provide you with the answers to the Signing Naturally Unit 6.15 homework and review exercises, as well as offer valuable insights and explanations to help you grasp the material more effectively.
Unit 6.15 Overview
Unit 6.15 focuses on storytelling and narrative structure in ASL. You'll learn how to create and share stories using ASL vocabulary, grammar, and visual techniques. This unit builds upon your previous knowledge of ASL and enables you to develop your skills in:
Signing Naturally Unit 6.15 Answers
Here are the answers to the Unit 6.15 homework and review exercises:
Part 1: Vocabulary
Part 2: Grammar and Sentence Structure
Part 3: Storytelling
Part 4: Review Exercises
( Introduction ) ME, NAME IS JOHN. ( Inciting incident ) ONE DAY, I GO TO PARK. ( Rising action ) I SEE MY FRIEND, SARAH. SHE PLAYING SOCCER. ( Climax ) I JOIN GAME. WE PLAY TOGETHER. ( Resolution ) WE HAVE FUN. WE GO GET ICE CREAM.
Tips and Strategies for Success
To excel in Signing Naturally Unit 6.15 and beyond, keep the following tips in mind:
Conclusion
Signing Naturally Unit 6.15 is a critical milestone in your ASL learning journey. By mastering the vocabulary, grammar, and storytelling techniques presented in this unit, you'll become proficient in creating engaging stories and communicating effectively in ASL. Use this article as a reference guide to review and practice the material, and don't hesitate to reach out to your instructor or classmates for support. Happy signing!
Searching for “Signing Naturally Unit 6.15 answers” is tempting, especially on a Sunday night. But the real goal isn’t to get a 10/10 on a worksheet. It’s to train your eye to catch narrative errors in real-life ASL conversations.
So watch the story three times:
If you’re still stuck after that, ask your teacher or a Deaf tutor for a hint—not a written answer. That conversation will teach you more than any cheat sheet ever could.
Have a specific question about a detail in your 6.15 video? Describe the scene in the comments (without copying the worksheet), and I’ll help you figure out what to look for.
Signing Naturally Unit 6.15 Answers: Enhance Your ASL Skills
Welcome to our blog post on Signing Naturally Unit 6.15 answers! In this post, we'll provide you with the answers to the exercises and quizzes in Unit 6.15 of the Signing Naturally curriculum. This unit focuses on storytelling and using descriptive language in American Sign Language (ASL).
Unit 6.15 Overview
In Unit 6.15, you learned how to:
Exercise Answers
Here are the answers to the exercises in Unit 6.15:
Exercise 1: Storytelling
Exercise 2: Descriptive Language
Exercise 3: Classifiers and Non-Manual Markers
Quiz Answers
Here are the answers to the quiz in Unit 6.15:
Quiz 1: Multiple Choice
Quiz 2: Short Answer
Conclusion
In this blog post, we provided the answers to the exercises and quizzes in Signing Naturally Unit 6.15. By practicing storytelling and using descriptive language, you can enhance your ASL skills and become a more confident communicator. Remember to use classifiers, non-manual markers, and descriptive language to bring your stories to life.
Additional Resources
If you're looking for more resources to help you learn ASL, check out our other blog posts on Signing Naturally units. We also recommend practicing with a language partner or tutor to improve your skills.
We hope this blog post has been helpful! Let us know if you have any questions or need further clarification on any of the answers.
Signing Naturally Unit 6.15 focuses on Childhood Stories, specifically focusing on narrative structure and transitions. The core of this unit involves analyzing a story called "I Wanna Be Different" told by Melinda. Narrative Structure: "I Wanna Be Different"
This assignment requires identifying the specific ASL transitions used to move between segments of the story. Story Segment Question / Analysis Answer Key Information Introduction Opening phrase after "rooster" "Now, I'm going to tell you a story..." Background Comparison of sisters
Melinda and her sisters looked very similar. Her mother dressed them alike, which the sisters disliked because they wanted to be "different". Body Transition to the plot "One day..." Body The Conflict
Melinda got chickenpox. Her sister also got them shortly after, but was upset because they were "the same" again. Their father jokingly told the sister she had "roosterpox". Conclusion Closing transition "Now..." Conclusion Final lesson
Her sister still insists on being different today, but Melinda realized the effort wasn't worth it. Childhood Stories Analysis (Page 355-356)
For the exercise on page 355, students must match English sentences with the best ASL translation (A, B, C, or D).
Sentence: "When I was little, my teachers said I talked too much in class." → Answer: A Sentence: "I enjoyed talking with her." → Answer: B
Sentence: "My aunt mentioned to us she used to live in France." → Answer: C
Sentence: "My grandmother mentioned she liked Hershey's chocolate candy." → Answer: C
Sentence: "While talking with her, I discovered she and I both like Elvis." → Answer: C
Sentence: "I started signing when I was 1 year old. I started talking when I was 2 years old." → Answer: D Vocabulary Highlights Key vocabulary introduced in this unit includes: Chickenpox: Sign "CHICKEN" then fingerspell "POX." Rooster: Use the "3" handshape on the forehead.
Several / A Few: Used to indicate the number of siblings or frequency of events.
If you are working on the next section, I can also provide the answers for the "Ghost in My Room" story in Unit 6.16. Would you like those as well?
Homework: Unit 6 6.15 3 Name: Alex Allen Pages - Course Hero
Signing Naturally Unit 6.15 , the primary focus is on Childhood Storytelling
through Melinda’s narrative titled "I Wanna Be Different". This lesson highlights narrative structure, the use of transitions, and modified verbs to show the passage of time. Course Hero "I Wanna Be Different" Story Summary
The story follows Melinda and her younger sister, who looked very similar (same hair and eye color). Course Hero Background:
Melinda’s mother often dressed them alike, but her sister hated it and desperately wanted to be different. Melinda came home from school with chickenpox
. A few days later, her sister also caught them. The sister was upset because she was once again "the same" as Melinda. Resolution:
Their father jokingly told the sister she didn't have chickenpox, but rather rooster pox , which made her happy to finally be "different". Course Hero Worksheet Answers (Pages 350-355)
The following answers are commonly found in the Unit 6.15 homework assignments based on the narrative structure of Melinda's story: Narrative Structure & Transitions Opening Phrase:
Melinda opens the story with "Now, I'm going to tell you a story" or "Tomorrow" (referencing the day the events began). Body Transition: She uses the sign for to move into the main action. Concluding Transition: to signal the end of the story. Current Situation:
To this day, Melinda’s sister still insists on being different. Course Hero Multiple Choice / Sign Identification (Page 355)
Students are often asked to match specific signs (A, B, C, or D) to sentences. Based on common keys from Course Sidekick Course Hero
(or A) — "When I was little, my teachers said I talked too much in class". — "I enjoyed talking with her".
(or A) — "My aunt mentioned to us she used to live in France".
— "My grandmother mentioned she liked Hershey’s chocolate candy".
— "While talking with her, I discovered she and I both like Elvis".
— "I started signing when I was 1... talking when I was 2". Course Hero "Check the Box" (Page 351) This section requires identifying whether a sign is a transition modified verb Course Sidekick Transition Modified Verb Transition Modified Verb Transition Key Vocabulary for Unit 6.15
Homework: Unit 6 6.15 3 Name: Alex Allen Pages - Course Hero
Instead of looking for a static PDF, try these three strategies:
In many Signing Naturally editions, Unit 6.15 features a story about a picnic where ants invade a blanket.
The prompt shows:
The Graded "Answer" (What your instructor wants to see):
(Eyebrows up) ONE-DAY, PICNIC. (Set space) GROUND, BLANKET SPREAD (CL:G flat).(Shift) BASKET PLACE LEFT (CL:4), APPLE PLACE RIGHT (CL:C).(Nod) WOMAN STAND UP, WALK AWAY (CL:1 moving off-stage).(Shift body, furrow brows) TIME-PASS...(Role-shift to ants) ANT-LINE (CL:2 moving in a line), BUMP... BUMP... BUMP...(Switch to CL:1 for ant) ANT CLIMB (CL:X) UP APPLE.(Return to woman role-shift) WOMAN RETURN HOLD LEMONADE.(Facial expression: disgust) SEE APPLE, ANTS, MOUTH "YUCK," JUMP BACK (exaggerated body lean), LEMONADE SPILL (CL:5).
Notice: There are no English words like "the" or "a." The "answer" is a choreography of body movement, space, and handshapes.
Since I can’t show you the video, let me simulate the type of question you’re seeing. If your story is about two friends meeting at a movie theater:
| Question | Look for this sign | | :--- | :--- | | What time did they agree to meet? | The signer uses a conditional eyebrow raise (if…then) followed by a number. | | Which theater was wrong? | The signer will fingerspell a name, then shake their head and spell a different name. | | What did the first person do instead? | Look for a role-shift (shoulder twist) showing the person waiting, leaving, or eating alone. |
Your “answer” is the corrected version of that mismatch. Telling how long something takes (duration) Using time