COLLEGE LEARNING PLAN

Warmer activity Date:

SS brainstorm “communication” in groups Time:

LEARNING OUTCOMES Room:
By the end of the lesson,
All learners will be able to Lesson topic/aim:
 recognize “Communication Processes”
 analyse “Communication Methods” - Communication Skills – focus
 learn a new set of vocabulary to understand video clip on Body language
 Watch a clip related to “Accurate Tone and Choice of words - Communication methods
matters” and relate to it
 Differentiate Body language components To enable SS to recognize and use
 Watch a clip related to “do’s and don’ts of body language” the correct body language,
 Match gestures with pictures communication method and tone
 Act out situations using body language of words at their workplace

Most learners will be able to:

 Match communication methods to pictures Expected student No: 24
 Show previous knowledge of Body Language components
 Identify body language do’s and don’ts after watching a short Notes:
clip
 Recall some gestures and relate to it 1. TTT should kept low and
 Show the knowledge of accurate body language for different miming, realia and eliciting
situations techniques should be used
more to enhance the
Individual learners will be able to: learning.
 Lows: (MAK, RAG, RAH, RALG, ZAG)
 Identify the correct answer and complete the comprehension 2. High Learners:
questions in pairs. Sundus Alwaji (SAW)
 Demonstrate the comprehension of different body language Aesha Alsalim (AAS)
components after being acted out by T Shahad Alharth (SAH)
 Identify at least 1 do’s and don’ts of body language at a Lina Mezjaji (LM)
workplace
 Match gestures with pictures using prompts Low Learners:
 Categorize the pictures into ‘There is’ and ‘There are’ form. Manal Alkhaldi (MAK)
 Use prompt cards to describe the picture using the TL while Raneen Abdulghafoor (RAG)
paired up with highs. Razaan Alharbi (RAH)
 Act out workplace situations using prompts Reham Alghamdi (RALG)
Zahra Alhajori (ZAH)
 Highs: (SAW, AAS, SAH, LM)
 Name communication methods
 Justify their answers after answering the questions
 Classify different examples to different Body Language
component
 Identify 3 do’s and 3 don’ts of body language at a place
 Match gestures with pictures and answer extra questions
when they finish early
 Act out workplace situations accurately using only body
language

Differentiation strategies for support to be used (Low Learners)

1. Support for Lows: Mixed ability groups for answering the comprehension questions
 2. Support for lows: Peer checking after video activity.
3. Lows will be paired up with highs during the completing of matching activity.
4. 1:1 support, monitoring and back up prompts to lows during all activities.

Teaching and Learning strategies for stretch and challenge (High Learners)

1. Challenging the highs to generate meaningful sentences during IWB activity of sorting the pics.
2. Highs will support Lows while acting out situations using body language
3. Challenge the highs during the speaking activity to generate more sentences without prompts.

English: Links to industry

Entire lesson is based on “Communication skills” and using appropriate Body language while dealing with
different types of customers

How learning will be checked

1. Randomiser tools like IWB name picker and lollipop sticks.
2. Students hold up RAG cards without shouting to show the correct option to avoid being passive
while the selected student comes up to the board to do the SB activity.
3. CCQs during TL presentation and the SB activity to reinforce the meaning and form of the new TL.
4. Completing the grammar spot with the correct form of TL.
5. Open and probing questions during the feedback to justify the correct answers chosen to
complete the sentences and choosing true or false after reading the text.

Lesson Activities

1. Sts act as Team leaders

2. sts Identify the form of TL while describing picture.
3. sts use self –reflection and identify their mistakes while doing the practice activities.
4. sts create meaningful sentences using the TL instantly.
5. sts display reasoning skills when they answer the comprehension questions

Plenary activity (Review learning outcomes):

1. Asking and answering questions using the TL.

2. Sorting the sentences into different categories of TL.
3. Review the learning outcomes.

Target setting and/or independent study (i.e.homework,)

Think about an experience in a shop, at college, in a hospital or other health care setting. As a customer
how did you form your first impression? What caused the first impression? (Write 50 words)
Employability Skills (circle if embedded in session)

Enterprise skills

Problem solving; communication; research; teamwork; the world of business; self-led learning; self-reliance; risk-
taking, applying for work; decision making, negotiation; commitment; taking own initiative; accepting the
challenge of new ideas

ICT

Creating and using office applications such as word, spreadsheets, databases, presentation software for: Data and
information collection; searching and selecting, organizing and investigating; redefining; presenting information

Literacy skills

Reading, writing, speaking, listening in: summarizing; analysis; evaluation; making deductions; note-taking,
undertaking independent research; reading journals and trade magazines; planning techniques; use of business
terminology; evaluating from data

Numeracy

Using simple numerical concepts ( + - x / ) in measurement; time; statistics; estimation; averages; analysing results;
interpreting graphs; using and applying number; counting, calculating costs & budgets

Personal skills

Timekeeping, attentiveness, meeting deadlines, communicating, responding to feedback; empathy with others;
supporting others; self-awareness; self-improvement