SEMI-DETAILED LESSON PLAN

I. OBJECTIVES
At the end of the lesson, the students will be able to:

a. Describe and identify verbal and non-verbal communication.

b. Express the importance of using verbal and non-verbal communication;
and
c. Examples of verbal and non-verbal communication.
d. Differentiate verbal and non-verbal communication.

II. SUBJECT MATTER

a. Topic: Nouns
b. Reference:
https://cloviscenter.libguides.com/Communication/VerbalVSNonverbal#:~:text
=Verbal%20communication%20is%20the%20use,Texting

c. Materials: Visual Aids, Markers

III. PROCEDURE
1. Preliminaries
● Prayer

● Greetings
2. Review
The teacher will ask the following questions
● Who can tell me what is verbal and non-verbal communication?

● Give me an example of verbal and non-verbal communication.

3. Motivation
Directions: Tell if the picture shows verbal or non-verbal communication.

1.
2.

3.

4. Lesson Presentation
⮚ Presentation of objectives and lesson:

Verbal vs. Nonverbal Communication

There are many ways to communicate with people. The two main
ways are verbal and nonverbal communication.

Verbal Communication
 Verbal communication is the use of words to convey a message.
Some forms of verbal communication are written and oral
communication.

Examples of Written Communication:

Letters
Texting
Emails
Books

Examples of Oral Communication:

Face-to-face conversations
Speech
Host on a Radio
Interviews

Nonverbal Communication
Nonverbal communication is the use of body language to convey a
message.

Examples of Body Language Communication:

Waving (An indication of "Hello" or "Goodbye" in some cultures)

Head nod (An indication of agreement)
Finger tapping (Impatient or tired of waiting)
Arms crossed over chest (A gesture indicating defensiveness or
stress)
Making eye contact (An indication you're paying attention)
Handshakes
Hugs
Smile
Sign languages

A. ACTIVITY
Improv Game: Verbal vs. Nonverbal Cues
The following improvisation game gives students the opportunity to
present and observe various verbal and nonverbal cues, and compare
and contrast how they feel when the cues don’t match.

1. Have students stand in a circle.

2. Give the class a generic line, such as “I’m so mad at you,” “It’s good
to see you,” “Can you help me?” or “Yes, I understand.”

3. One by one, have students go around the circle and say the line,
while using appropriate body language that they think matches what
they are saying. For example, if the line is “I’m so mad at you,”
students might clench their fists, stomp their feet, or cross their arms to
show that they are angry. (The key word is “might” — different students
may have different ways of demonstrating what they think are
“appropriate” nonverbal cues. You may want to discuss this with your
class.)

4. Then, go around the circle a second time and have students say the
same line again, but with a different nonverbal cue (gesture, facial
expression, or posture) that doesn’t match what they are saying. For
example, they might jump up and down while laughing, hide behind a
friend, look away, cross their eyes — any sort of gesture that doesn’t
“go with” what they are saying.

5. Have two students standing opposite each other in the circle meet in
the middle. Give one student an opening line (please include a link to
Tons of Opening Lines article) and have the other student improvise a
one-line reply. Both students must try to present body language that
does not match what they are saying.

6. Discuss:

Was it easy or difficult to present nonverbal cues that didn’t match the
words you were saying? Why?
How did you feel when you were watching someone say a line while
their nonverbal cues didn’t match? (Confused? Distrustful? Annoyed?
Something else?)
If you were playing a character whose body language didn’t match
their words, what would you think of that character? What might the
 other characters in the scene think of them? What might the audience
think?
Do you think someone might choose to purposefully use nonverbal
cues that didn’t match what they were saying? Why might they do
that?
Have you ever experienced a time in “real life” when someone’s body
language didn’t match what they were saying? What happened? How
did it make you feel?
Do you ever think about the nonverbal cues that you are demonstrating
to others — either consciously or unconsciously? What might your
body language be saying about you?

B. ANALYSIS
 Make a diagram of verbal and non-verbal communication.

C. ABSTRACTION
⮚ What is written communication?

⮚ What are the examples of written communications?

⮚ What is oral communication and its examples?

● The teacher will process the answers of the students and will
conclude the said discussion.

D. APPLICATION
Group Activity: Group yourselves into two and then each group will
Role play using verbal and non-verbal communication.

Rubrics:
Creativity 25
Presentation 15
Teamwork 10
Total: 50

IV. EVALUATION
Directions: On one whole sheet of paper, Make a mind map of verbal
communication and non-verbal communication.
V. HOMEWORK/ASSIGNMENT
⮚ Draw five examples of verbal communication and non-verbal
communication.

Prepared by:

Kristell Mae R. Bagio