English

Vocabulary: non-verbal communication — Lesson Plan, Grade 11

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Lesson plan
Section
Communication and Media
Lesson title
Vocabulary: non-verbal communication
Class
11
Lesson objectives according to program
11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
11.5.2 Использовать большое разнообразие лексического запаса, соответствующего теме, жанру, грамматически правильно прописанного
Lesson objectives
Students know and accurately use vocabulary for gestures, facial expressions, posture, eye contact, and personal space.
Students know how to select non-verbal communication vocabulary appropriate to a context and genre.
Students know the accurate spelling and meaning of key terms related to non-verbal communication.
Values
Respect for diversity: Students recognize that gestures and eye contact can carry different meanings across cultures and avoid making assumptions.
Empathy: Students consider how body language may affect others and communicate respectfully.
Lesson progress
Lesson stage/time Teacher's action Student's action Evaluation Resources
Opening and Warm-Up
5 minutes
Organisational moment:
Welcome students and introduce the topic, “Vocabulary: non-verbal communication.”.
Display or model a gesture and ask students to infer its possible meaning, noting that interpretations can vary by culture.
 Students observe the gesture and suggest possible meanings. Students listen to classmates and recognize that a gesture may be interpreted differently in different contexts. Offers one plausible interpretation of the modeled gesture — 1 point. Notes that meaning can vary by context or culture — 1 point. Stage maximum — 2 points. board, gesture prompt cards
Introducing Key Vocabulary
10 minutes
New material explanation:
Present and explain the terms gesture, facial expression, posture, eye contact, personal space, body language, and non-verbal cues.
Model pronunciation and spelling; give a short example for each term, such as “crossed arms may suggest discomfort” and “maintaining eye contact can show attention in some contexts.”.
Use visual examples to clarify meaning and emphasize that interpretations depend on context and culture.
Slide 1 — Non-Verbal Communication Vocabulary
Slide 2 — Someone sits with their arms crossed during a conversation. What might that tell you—and…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Signals Without Words
Slide 5 — Movement and Expression
Slide 6 — Interpret the Signals
Slide 7 — Looking and Distance
Slide 8 — Choose Words Precisely
Slide 9 — Key Takeaways
Slide 10 — Recall and Apply
Students study the visual examples, repeat the key terms, and record definitions and spellings. Students give or identify an example for each term. Correctly matches four terms with their meanings or examples — 1 point each, max 4 points. Spells two selected terms accurately — 1 point each, max 2 points. Stage maximum — 6 points.
Context and Meaning
7 minutes
Questions to the class:
What is the difference between a gesture and a facial expression?
How can posture or eye contact change the impression a speaker makes?
Why should we avoid assuming that a gesture means the same thing in every culture?
Answers:
A gesture is a movement, often of the hands or arms; a facial expression is a movement or arrangement of the face that conveys emotion or response.
They can suggest confidence, attention, discomfort, or other impressions, depending on the situation.
Gestures can have different meanings across cultures and contexts.
 Students answer the three questions using the target vocabulary. Students explain that gestures and facial expressions are different and that interpretation depends on cultural and situational context. Distinguishes gesture from facial expression — 1 point. Explains one effect of posture or eye contact — 1 point. Gives a reason interpretations can vary — 1 point. Stage maximum — 3 points. board, vocabulary notes
Vocabulary Mime Game
7 minutes
Instructions:
Divide the class into small teams and give each team a set of vocabulary cards.
One student silently acts out the term on a card; teammates guess and say the word aloud.
Invite the team to use the guessed word in a context-appropriate sentence, and correct pronunciation or spelling as needed.
 Students take turns acting out a vocabulary item, guessing terms, and using the correct word in a sentence. Students listen to other teams and compare how a cue may be interpreted. Correctly guesses or acts out two vocabulary items — 1 point each, max 2 points. Uses one target word accurately in a sentence — 1 point. Stage maximum — 3 points.
Written Vocabulary Practice
8 minutes
Written practice:
Distribute the task: write a short paragraph describing a conversation or social situation, using at least five target terms accurately.
Require students to underline the target terms and check their spelling and suitability for the context.
Ask students to exchange work with a partner for a brief vocabulary and spelling check.
 Students write a short paragraph using at least five target terms, underline them, and check a partner’s vocabulary use and spelling. Students revise any inaccurate word choice or spelling. Uses at least five relevant target terms — 1 point each, max 5 points. Spells the selected vocabulary accurately — 2 points. Uses vocabulary appropriately for the context — 2 points. Stage maximum — 9 points.
Vocabulary Check Quiz
5 minutes
Quiz instructions:
Give a short individual quiz matching five terms to definitions or examples and correcting two misspelled target words.
Collect responses and review the correct answers briefly.
 Students complete the vocabulary and spelling quiz independently. Students check the answers during the brief review and note any terms to revisit. Matches five terms correctly — 1 point each, max 5 points. Corrects two spellings accurately — 1 point each, max 2 points. Stage maximum — 7 points.
Reflection
3 minutes
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
 Students complete the "Reflection" reflection and assess their understanding of the topic. Names one relevant term and uses it meaningfully — 1 point. Identifies one context or cultural factor affecting interpretation — 1 point. Stage maximum — 2 points.
Health and safety compliance
Health and safety compliance Keep movement during the mime activity controlled, maintain clear space between participants, and do not touch classmates or imitate gestures in a way that could offend or embarrass others. Respect personal space and cultural differences when interpreting body language.

Material details

Material type
Lesson Plan
Grade
Grade 11
Language
English
Education direction
Humanitarian

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