Instructional Activity 1, Chaika Chapter 4, Kinesics: The Silent Language

Using Kinesics (Body Language) to Aid in Persuasion: Elevator Pitch

Target Class:
This instructional activity is designed for a university-age students enrolled in an
intensive English program learning English as a second language. The students are in a speaking/
listening class in the sixth of a seven level ESL program preparing them for the mainstream
university. Students of this proficiency often skip the seventh level and enter the university by
scoring 70 (or higher) on the TOEFL-iBT or 6.0 (or higher, with a minimum of 5.0 in each
section) on the IELTS. At the start of the course, the students of this level typically score 5 or 5.5
in each IELTS section.
Instructional Objectives:
This activity is to learn and practice the body language used in persuasive presentations
conducted in a workplace environment. The lessons learned in this activity will be used in a
follow-up assignment, where the students give a persuasive presentation to potential investors.
The goals of this activity are twofold. First, it is to help prepare the students for the types of
presentations and public speaking activities they will be expected to do in the university (World
Readiness Standards of Presentational Communication and School and Global
Communities). The second goal is to learn to recognize and utilize appropriate kinesics in a
persuasive manner (Relating Cultural Practices). Coming from diverse backgrounds, the
students in the program often have different conceptions of eye contact, gestures, proxemics, and
smiling, for example. This activity will prepare the students for making a professional
presentation with suitable paralinguistic behavior.

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Integration:
The coursework for this class is content-based. This activity is part of a chapter on
business and philanthropycovering the different non-governmental organizations that aim to
help those in need. It will take place in the second unit of their textbook (LEAP Advanced) The
Business of Helping Others (p. 22). The previous unit discussed business and innovation. In this
unit, they will learn the relationship between business strategies and philanthropycovering the
different non-governmental organizations that aim to help those in need. This activity is to
prepare them for their unit presentation, which is to research a real person who has applied for a
microloan through the website www.kiva.org, prepare a persuasive presentation, and to deliver
that presentation to potential investors (who will actually choose the most persuasive
presentation and donate money for the microloan). Though the students have been required to
complete a number of presentations throughout their time in the program, this activity and the
follow-up aim to develop the students fluency. Since the final presentation involves real people
in need and the students are able to choose the person they want to support, the students will be
rather motivated. Their ability to master these skills may affect someones real life.
Teacher Instructions:
As a warm up activity, select a variety of Three Minute Thesis (3MT) presentations
(available at http://threeminutethesis.org/3mt-showcase) that appeal to the students interests.
Since the videos are only three minutes long, it is possible to choose a few different ones,
without devoting too much classroom time. It is possible to use other sources for videos (such as
IndieGoGo or Kickstarter), but, since these students are university-bound, it is likely more
impactful to see someone they can relate to. Give a brief overview of what Three Minute Thesis

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is, and instruct the students to watch carefully, but not to take notes. Play the first 3MT as audio
only. Then, play the second 3MT as audio only. Have the students choose which presentation,
having heard only the audio, was the most persuasive. Then, show the first video again, but
without the audio. After the students watch the first video (without telling them it is the same),
ask them if they noticed anything about the way the person moved during the presentation. Write
any good comments on the board. It may require a bit of scaffolding to get the students to think
about the way body language is used to convey meaning and intent.
Following this, show the second video again (without sound and without telling the
students it is the same video as before). Have the students analyze and discuss the kinesics in the
second video and how they were different from the first. Then, get the students to choose, based
only on the body language, which presentation they believe was more persuasive. Have them
explain their reasoning and put good observations on the board. Since they may not have realized
that the videos were the same as before, it is possible for them to choose a different presentation
than before. After they make their decisions, reveal that the videos were the same. If they chose
different winners, have them explain what made them choose the other video when watching just
the body language. If they chose the same video each time, ask them what was successful for the
one they chose and not successful for the one they did not choose.
At this point, you may choose to play a third video that you think would be beneficial.
For example, it could contain a poor use of body language to persuade. If that is the case, the
students should be able to name a few of the presenters mistakes. After these analysis, have the
students decide on kinesics characteristics that are more effective than others and explain their
reasoning.

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Following this, after modeling it first, get the students to practice some of the movements
they noticed from the presentations (adding any that the students may not have picked up on).
Then, have the students work in groups to prepare an elevator pitch for a phony charitable
organization of their choice. Within their groups, have them practice giving their pitch while
utilizing the kinesics they just observed. After allowing 5 minutes for the preparation and 5
minutes for the practicing, have each student present their pitch to the class. Since an elevator
pitch only lasts 20 to 30 seconds, it should be possible for all of the students to present in front of
the class. However, depending on the length of the class and the number of students, this may not
be possible. If that is the case, have each group select a member to present as their representative.
As a follow-up, have the students select which pitch they thought was the most
persuasive and explain why. Guide the students into discussing the body language used and why
someone was or was not successful. Get the students to choose which presenters were the most
natural for particular areas of kinesics (e.g. eye contact, proxemics, smiling, and gestures).
Finally, have the students briefly reflect on their own performance and what they could have
done differently or more effectively.
During this activity, take note of the students who use the kinesics most effectively and
least affectively. Were there any who struggled to move in a natural way? Keep this in mind
when planning the next lesson. It will likely be necessary to review body language and provide
additional authentic materials for them to interpret and mimic.
Pre-activity:
The students will listen to and watch three pre-selected Three Minute Fiction
presentations to the class. After each video, the students will perform an analysis

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Student Instructions:
Answer the following questions with a few short sentences.
1. Listen to the audio carefully. Which of the two presenters do you think is the most
persuasive? Why?
2. Watch the videos carefully. Pay attention to the body language. Which of the two
presenters do you think is the most persuasive? Why? How do the presenters use gestures
to emphasize what they are saying? How do they use eye contact? Do they smile? Do
they move around or do they stay in one place? What do you think was the most effective
body language for presenting their idea?
3. For the third presentation, pay attention to how the body language and the verbal
language interact. Do you think it was successful? Why or why not?
4. Practice some body language!
5. Get into a group of 3 or 4. Over the next five minutes, invent a charity that you would
like to raise money for. Keep in mind the name, the cause (who or what you want to
help), and how your organization is going to help. For your charity, you will need to
create an elevator pitch. This is like a 20 to 30 second commercial to get people to
invest in your charity. Work together to create your pitch. As you write, make notes on
what kind of body language you should use. Your pitch is not just your words, but also
your eye contact, gestures, smiling, and movement. In your group, practice your pitch
(including the body language).
6. Present your pitch to the class. Do not forget to pay attention when it is not your turn.
Who do you think had the most persuasive presentation? Why? What were some things

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that your classmates could have done better? Did they make eye contact, use gestures,
smile, or move around?
7. Reflection: Did you win? If you did, great! Why did you win? What did your classmates
say you did well? Is there anything you can improve? / Did you lose? If you did, too bad.
Why did you lose? What did your classmates say you could improve? What do you think
you should have done differently?
Technology:
For this activity, you will need a computer, speakers, and a projector.
Evaluation:
As a formative assessment, take notes during the elevator pitch on which aspects of body
language are used fluently and which ones seem forced or awkward. It may be helpful to create a
scale of one to five to rate each aspect of body language (eye contact, gestures, smiling, and
proxemics). Which areas need the most follow-up attention? Did you agree with the students
selection of the most persuasive as well as their reasoning? Use these notes when planning the
following lesson. Additionally, share your observations with each student privately.
Follow-up Activity:
The students will reflect on what kind of body language was successful and not
successful for themselves and their peers. They will evaluate how they used body language in
their elevator pitch and how they can improve their body language fluency.

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References
Beatty, K. (2013). Leap advanced listening and speaking. Saint-Laurent, QC: Pearson.
Chaika, E. (2008). Language: The social mirror (4th ed.). Boston, MA: Heinle.