This lesson plan focuses on teaching students about verbal and non-verbal cues in conversations. It includes objectives, content, learning resources, and procedures. The procedures involve identifying common hand gestures, analyzing photos for non-verbal cues, discussing cultural differences in gestures, and practicing role plays and conversations using appropriate non-verbal communication. Activities are aimed at helping students understand and apply the effective use of non-verbal cues in daily interactions and conversations.
This lesson plan focuses on teaching students about verbal and non-verbal cues in conversations. It includes objectives, content, learning resources, and procedures. The procedures involve identifying common hand gestures, analyzing photos for non-verbal cues, discussing cultural differences in gestures, and practicing role plays and conversations using appropriate non-verbal communication. Activities are aimed at helping students understand and apply the effective use of non-verbal cues in daily interactions and conversations.
This lesson plan focuses on teaching students about verbal and non-verbal cues in conversations. It includes objectives, content, learning resources, and procedures. The procedures involve identifying common hand gestures, analyzing photos for non-verbal cues, discussing cultural differences in gestures, and practicing role plays and conversations using appropriate non-verbal communication. Activities are aimed at helping students understand and apply the effective use of non-verbal cues in daily interactions and conversations.
This lesson plan focuses on teaching students about verbal and non-verbal cues in conversations. It includes objectives, content, learning resources, and procedures. The procedures involve identifying common hand gestures, analyzing photos for non-verbal cues, discussing cultural differences in gestures, and practicing role plays and conversations using appropriate non-verbal communication. Activities are aimed at helping students understand and apply the effective use of non-verbal cues in daily interactions and conversations.
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School PEDRO T. MENDIOLA SR.
Grade Level 7 MEMORIAL NATIONAL DAILY HIGH SCHOOL LESSON Teacher MARICRIS M. PATRIMONIO Learning English PLAN Area Date/ September, 2019 (9:30-10:20) Quarter 2nd Time
I. OBJECTIVES A. Content Standards The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences. B. Performance Standards The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.
C. Learning Competencies/ The learner use verbal and non verbal cues in conversations, dialogs, or Objectives interviews. (EN7OL-II-a-4) a. Understand the concept of effective communication. b. Use appropriate verbal and non-verbal turn-giving cues. c. Recognize the role of active listening in effective communication.
II. CONTENT Verbal and Non- Verbal Cues in Conversations
III. LEARNING RESOURCES A. References Mathematics Learner’s Materials 1. Teacher’s Guide Pages K to 12 Curriculum Guide (May, 2016) 2. Learner’s Material Pages Let‘s Talk 3 Second Edition by Leo Jones pp.8- 9 3. Textbook Pages Culturally Speaking by Rhona B. Genzel pp.2-14
4. Additional Materials from Understanding Filipinos through Body Language
Learning Resources http://primer.com.ph/tips-guides/2016/07/22/understanding- filipinosthrough-body-language/ B. Other Learning Resources Pictures of facial expressions and gestures, Video clips, TV/tablet/laptop/projector IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the Give Me a Sign!
lesson Show a sign for some commonly used hand gestures below: 1. to show that you have won 2. to ask someone to come closer 3. to wish for good luck 4. to ask someone to stop 5. to show approval C. Presenting examples/ Photo Analysis! instances of the new lesson Look at each photograph. Answer the questions, and be prepared to share your answers.
How well do these women know each other?
How can you tell?
Who is talking? How do you know? Are the
listeners interested in what the speaker has to say? How do you know?
D. Discussing new concepts and Look at the pictures on Tasks 1& 2. Do any of these gestures have a practicing new skill #1 different meaning in your country? Explain how they are used in your country? Lead a discussion on the process of effective communication.
E. Discussing new concepts and
practicing new skill #2
F. Developing Mastery Give a recap of the following key ideas:
1. Aspects of facial expression , gesture and posture 2. Nonverbal Cues as Complements to Verbal Messages 3. Role of active listening in effective communication Good communication is… Good communicator is…
G. Finding practical applications Pinoys!
of concepts & skills in daily living. The chart below gives several nonverbal cues and their uses. In the space provided, explain what nonverbal cues are used in your culture in the same situations.
H. Making generalizations & Play a Role!
abstractions about the lesson Below is a list of situations in which you can use hand gestures to show how you feel. Choose one situation and act it out in front of the class. The objective of this activity is for your classmates to guess which situation you have chosen by watching your gestures. a. You want someone to come to you. b. You want to show approval. c. You want to show that your team has just won the game. d. You want to wish someone good luck. e. You want someone to stop coming toward you.
I. Evaluating Learning Far and Near!
Other countries do not have the same rules for deciding how close to each other people sit or stand in different situations. Fill in the chart below for your country. The first situation has been filled in for the United States.
Small Talk! Sometimes small talk is a way to meet someone or start a conversation. Present a dialogue between people who are not very close. Consider acceptable and unacceptable topics in your country. Use appropriate verbal and nonverbal cues. J. Additional activities for Hush! application or remediation Submit a video clip without an audio. Everything should be presented nonverbally. Here is the list of situations: 1. You are coming home late, parents are waiting in anger. 2. You found out your favorite celebrity is going to visit your town. 3. You receive a bad grade in your test. As you watch the video clip, on the first column, write what you think is the situation. Then, explain your answer on the second column. The last column will be answered after the group gives the correct answer.
This is about… Why I think so… Actual Situation
1. 2. 3. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation who scored below 80% C. Did the remedial lesson work? No. of learners who caught up with the lesson D. No. of learners who continue to require remediation E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
