CEP Lesson Plan

Teacher/s: Rebecca Wicker

Level: I 6
Date/Time: Tuesday 16th June 2015
Goal: for students to understand and learn about non-verbal communication as a
skill in listening tasks
Objectives (SWBAT):
Students Will Be Able To
1. brainstorm ideas about non-verbal communication
2. read authentic material about non-verbal communication
3. read and summarise a paragraph about non-verbal communication and discuss it as a
group
4. do a dictogloss to improve their listening comprehension
5. work together to deduce meaning and achieve task completion
Theme: Body language and non-verbal communication
Extensions: Pronunciation
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Activity 1:
Warmer

1.1 Pre-Stage: T writes red lorry

yellow lorry on the board

T Ss

1.2. During Stage: Ss, in turns, read

Ss T
aloud the sentence, T will error correct

1.3 Post-Stage: T reminds ss to

practice the tongue twister at home

30sec

Transition to #2:Ok can you

tell me other ways we talk to
each other without speaking?
Are there other ways we
communicate apart from
speaking? Can you give me
some ideas?

Tangible Outcome & T. feedback/peer

feedback: ss get to practice the
pronunciation of [r] and [l] sounds
since they are difficult to pronounce

T Ss

Time

Activity 2:
Brainstorming before reading
task

Transition to #3:Ok, were

going to read body language,
can anyone tell me what that
could mean?

2.1 Pre-Stage: T elicits ideas about

ways we communicate non-verbally

TSs

2.2. During Stage: Ss writes answers

on the board

SSs

2.3 Post-Stage: T errors corrects (if

necessary)

(TSs)

(2-3)

Tangible Outcome & T. feedback/peer

feedback: ss are given a pre-reading
task for context to activate schemata
and vocabulary needed for the reading
activity

Activity 3:
Intro to reading activity

3.1 Pre-Stage: T asks ss to read the

TSs
passage by themselves before talking to
a partner about what they read and
answering the questions below (new
vocabulary will be written on the
board by T after monitoring and
Transition to #4 or Wrap-up: discussed after they have finished
Ok, were going to learn a few reading in pairs). There will be whole
more key ideas about body
class feedback for the questions
language

(5)
3

3.2. During Stage: Ss write key words

about body language on the board

SsSs

3.3 Post-Stage:Discuss ideas about

non-verbal communication elicited
from words written on the board

TSs

SsT

Tangible Outcome & T. feedback/peer

feedback:ss are able to read an
authentic article, discuss key theme
with partners and learn new vocab
Activity 4:

4.1 Pre-Stage: T gives ss instructions

T Ss

Jigsaw reading activity

for jigsaw reading. You will be given

2 different readings about body
language. Two of you will have the
same reading. I want you to read the
article, first by yourself and then with
your partner, to understand the general
Transition to Wrap-Up: Ok,
meaning and work through the new
now were going to try and do vocabulary match the word to the
a dictogloss about another
meaning(possible CCQs)
area of body language
Ss read article together and match
Ss
definitions to words

15

T feedback/correction

TS

4.2. During Stage: Before T puts ss in

different pair groups, she will give
them about 5 minutes to try and
remember as much as they can about
what they read before asking ss to
change partners and tell them what
they learnt from their reading.

TS

SsSs

4.3 Post-Stage: Whole class feedback SsT

brainstorm ideas about what extra
information they read about

Tangible Outcome & T. feedback/peer

feedback: ss are able to read and
understand an article about body
language as well as read and
understand in partners before being
able to summarise and talk about what
they have just read
Activity 5:
Dictogloss

5.1 Pre-Stage: T asks ss what they

know about personal space, eliciting
words about personal space before
telling them they are going to do a
dictogloss about personal space (since
a S missed the class yesterday, T will
ask another s to explain what a
dictogloss is)

TSs

SS

(2)

4.2. During Stage: T read dictogloss

passage about personal space.

TS

30

4.3 Post-Stage: Ss write their final

writing after listening and comparing
notes 2-3 times on the board. Whole
class peer feedback/correction,
followed by T error correction

Ss

30

TSs

Tangible Outcome & T. feedback/peer

feedback: ss perform a dictogloss for
listening comprehension
Wrap-up

Lesson Evaluation Procedures:

Exit tickets

SsT

Materials:
Worksheets and reading + whiteboard and markers
Anticipated Problems & Suggested Solutions:
Vocabulary might be too difficult for some ss, so extra time may need to be spent on
comprehension
Contingency Plans (what you will do if you finish early, etc.):
Ask ss to brainstorm ways in which they have noticed non-verbal communication is
different between Japan and America
Post-Lesson Reflections: