A LESSON PLAN FOR VERBAL AND NON-VERBAL COMMUNICATION
OBJECTIVES:
To differentiate verbal from non-verbal communication
To perform a stage play using verbal and non-verbal communication
SUBJECT MATTER:
Introduction to verbal-non verbal communication: Aspects of facial expression, posture, gesture etc.
MATERIALS
Text for running dictation
Pictures of facial expressions and gestures (original and from Nolasco andArthur –Conversation)
Dialogue for practice (from a presentation by Paul Seligson)
Extract from a play (Oscar Wilde – A Woman of no Importance), picture to set the scene.
PROCEDURE
TEACHER'S ACTIVITY
STUDENTS' ACTIVITY
ROUTINARY ACTIVITIES: (5minutes)
MOTIVATION: (10 minutes)
Show off expressions/gestures. Ask students the meanings of each picture. Demonstrate variety of meanings and show how intercultural misunderstandings might occur.
Turkey: Homosexual
Commonly: Perfect
Japan: Money
Turkey: obscene gesture
No such gesture in English
Brazil: Good luck!
Turkey: You get nothing from me
Commonly: Stop, enough
W.Africa: You have 5 fathers!
Turkey: Right wing political party
Commonly: OK
Japan: Five
Ask students if they know any others.
Add more details to students' answers.
What is the importance of knowing these signals that have multiple meanings?
Introducing the topic by running dictations through text.
Nonverbal communication is the unspoken communication that goes on in every face-to-face encounter with another human being. It tells you their true feelings towards you and how well your words are being received. 90% of our message is communicated nonverbally, and only 10% is actual words.
What do you think of misunderstood feelings? Where is it coming from?
What should be done to avoid miscommunication?
In order to be effective, we should know the kinds of non- verbal communications:
Types of nonverbal communication and body language
There are many different types of nonverbal communication. Together, the following nonverbal signals and cues communicate your interest and investment in others.
Facial expressions
Unlike some forms of nonverbal communication, facial expressions are universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures.
Body movements and posture
The way you move and carry yourself communicates a wealth of information to the world. This type of nonverbal communication includes your posture, bearing, stance, and subtle movements.
Gestures
We wave, point, beckon, and use our hands when we're arguing or speaking animatedly—expressing ourselves with gestures often without thinking. However, the meaning of gestures can be very different across cultures and regions, so it's important to be careful to avoid misinterpretation.
Eye contact
Since the visual sense is dominant for most people, eye contact is an especially important type of nonverbal communication. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction.
Touch
We communicate a great deal through touch. Think about the messages given by the following: a weak handshake, a timid tap on the shoulder, a warm bear hug, a reassuring slap on the back, a patronizing pat on the head, or a controlling grip on your arm.
Space
Have you ever felt uncomfortable during a conversation because the other person was standing too close and invading your space? We all have a need for physical space, although that need differs depending on the culture, the situation, and the closeness of the relationship. You can use physical space to communicate many different nonverbal messages, including signals of intimacy and affection, aggression or dominance.
Voice
It's not just what you say, it's how you say it. When we speak, other people "read" our voices in addition to listening to our words. Things they pay attention to include your timing and pace, how loud you speak, your tone and inflection, and sounds that convey understanding, such as "ahh" and "uh-huh." Think about how someone's tone of voice, for example, can indicate sarcasm, anger, affection, or confidence.
Students' answers may vary.
Students' answer may vary.
Students' read and explain each type of non-verbal communication.
PRACTICE:
To practice expressions, gestures and posture.
(13 minutes)
Students work in pairs on a scripted dialogue.
First, student B replies silently to half of the dialogue read by student B, then A replies to the other half of the dialogue. Both students become familiar with the dialogue then act out the whole dialogue using expressions, gestures and posture. Give plenty of time for thought and rehearsal, remind students to stand up to practise posture and whole body language.
Dialogue:
A: Excuse me. Can you take a picture of me ?
B: Yeah, sure.
A: Just press that button.
B: Er, which one?
A: The one on the top.
B: OK, right. Er.... can you move back a bit.
A: Is this OK?
B: Fine, now smile. That's it. Very nice.
A: Thanks.
B: Not at all. You've got a lovely smile. Er... fancy a drink?
A: OK, but I've got no money on me.
B: That's OK. I'll pay.
PRODUCT:
To give students the opportunity to use verbal and nonverbal communication in the context of a play.
The teacher will set the scene by giving the situation:
Sitting room at Mrs. Arbuthnot's. Large open French window at back, looking onto garden. Gerald Arbuthnot is writing at the table. Lady Hunstanton and Mrs. Allonby enters the room. They are worried about Mrs. Arbuthnot.
REFLECTION:
Non-verbal communication is as important or if not, more important than verbal communication.- Donna White
Students work in groups of three and are given a short extract from a play, complete with stage directions including nonverbal cues. Students work on the three-part dialogue and act it out using body language to add dramatic effect.
Extract:
LADY HUNSTANTON (Smiling). Good morning, Gerald.
GERALD (Rising). Good morning, Lady Hunstanton. Good morning,Mrs. Allonby.
LADY HUNSTANTON (Sitting down) (Politely). We came to inquire for your dear mother, Gerald. I hope she is better?
GERALD (Apologetically). My mother has not come down yet, Lady Hunstanton.
LADY HUNSTANTON. Ah, I am afraid the heat was too much for her last night. I think there must have been thunder in the air. Or perhaps it was the music. Music makes one feel so romantic - at least it always gets on one's nerves.
MRS. ALLONBY (Sarcastically). It's the same thing, nowadays.
LADY HUNSTANTON. I am so glad I don't know what you mean, dear. I am afraid you mean something wrong. Ah, I see you're examining Mrs. Arbuthnot's pretty room. Isn't it nice and old-fashioned?
MRS. ALLONBY (Looking through her glasses). It looks quite the happy English home.
LADY HUNSTANTON. That's just the word, dear; that just describes it. (Turning to Gerald). One feels your mother's good influence in everything she has about her, Gerald.
Students give reaction to it.
