Lesson 1 • How do we communicate?
Unit 5 Skill focus:
Topic focus:
Links to:
Research
Improving communication
English
Learning objectives
Learning focus
Main SKILL • Students talk about body language using pictures and mime.
Research 1Rs.02 Information skills: Talk about information on a given issue in sources provided
Subsidiary SKILL(s) • Students listen and engage in a simple discussion by asking and answering questions about old and new forms of communication.
RESOURCES
• Student’s Book pages 65–67 • Worksheet 5.1 • Real objects with which to make or play sounds such as: a bell, alarm, drum, shaker, whistle, deflating balloon • Real old and modern communication tools (or photographs): drum, gong, bell, phone, tablet, if available
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Activities
Introduction • Use the photograph and questions on the unit opener to introduce the unit to the class. • Use the real objects you have brought to class. Tell learners to close their eyes and listen to sounds. Then ask: What do you hear? Where does the sound come from? What is making the sound? • Then ask questions to introduce the idea that sounds communicate messages. For example: What does the sound tell you? Is it time to get up? Is it time for a lunch break? Is it a warning? Does it mean you must stop doing something?
Assessment / observation • Do students answer questions?
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STARTER
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Communication 1Cm.02 Listening and responding: Listen to others in class discussions and respond with simple questions
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• Are students beginning to talk about Activity 1 the issue of how we communicate? • Play a quick game of ‘Simon Says’ with the class. If students are not familiar with the game, explain that they should only follow your instruction if it starts with ‘Simon says’. Give instructions such as: Simon says, “Show you are happy/sad/confused/bored” and let the students show this in whatever way they can, through facial expression or body language. • Start a discussion about how we use our faces to communicate. Refer students to the faces in the Student’s Book. What do they tell us about how each person is feeling? Ask questions to prompt students. For example: She is smiling? What does that mean? Is she sad or happy? Do you think he is bored or sad? Is he worried maybe? Or perhaps he has a secret? Is she surprised or scared? • Students should express what they think each shows in any language. There may be more than one correct description of what each face shows and students may have different perceptions.
MAIN
Support and extend
Support: Use a multilingual approach in discussions with the class. Extend: Ask students if it is possible to show emotion with parts of your body other than your face. Stand with your shoulders raised and your head lowered and ask them what emotion they think you are feeling.
Activities
Assessment / observation
Activity 2 • Look at the photographs in the Student’s Book. Explain that children are using their whole body to show how they feel. They are acting or miming. Discuss what each photo shows with the class. Ask: Why are they doing this? What do you think happened?
• Can the students talk about the communication that they see in the mimes?
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Unit 5 Improving communication