​Campo formativo: Lenguaje

Fase 6  - Inglés en Educación Secundaria

Second grade
Content 14:
Communication and barriers

Lesson plan

Lesson plan | Worksheets | Project Ideas
Picture
Introduction (5 mins.)
T shows flashcards of type of communication and asks: “What is communication?” “Can you think of different ways people communicate?”
T reviews key vocabulary: talk, write, text, watch, listen, say. 
Communication
Verbal communication – Talking face-to-face (A person speaking to another person.)
Written communication – Writing a message (A person sending a letter or writing an email.)
Nonverbal communication – Silent gesture for quiet (A person raising the index finger to the lips.)
Reading communication – Understanding written text (A person reading a newspaper.)
Digital communication – Texting on a phone (A person using a mobile phone to send a message.)
Sign language communication – Using hand signs (A person using their hands to communicate.)
Visual communication – Watching TV for information.
Development (30 mins.)
T hands out a worksheet to each S and asks them to complete some sentences with the correct verb. Then, Ss classify some actions and classify them into verbal or non-verbal communication.    
Finally, Ss unscramble some sentences about communication in daily-life activities.   T checks Ss’ answers and provide feedback.
Consolidation (10 mins.)
T asks Ss to write 5 sentences to describe how they communicate with others. T gives positive feedback to encourage participation.    
Conclusion (5 mins.)
T asks Ss think about one new thing they learned about communication in the lesson.
Homework: Write a simple dialogue between two friends discussing how they communicate with their family and friends throughout the day. Use the simple present tense throughout your dialogue.​
Introduction (5 mins.)
T asks Ss how people with disabilities communicate with others. T writes Ss’ answers on the board. Ss take notes. 
Deaf people: Sign language, lip reading.
Blind people: Braille, touch, voice commands
Down syndrome students: Simple words, facial expressions, extra time to understand.
Development (25 mins.)
T asks volunteers to experience communication barriers. Ss discuss: “Was it easy or hard?” “How did you feel?” 
One student wears a blindfold and tries to find a chair with verbal guidance.
One student wears earplugs while another student tries to talk to them.
One student tries to use only gestures to communicate a message (simulating sign language).
 T hands out a worksheet for each S and asks them to complete some sentences about communication barriers between people with disabilities. T checks Ss’ answers and provide feedback.
​Consolidation (15 mins.)
T asks Ss to decide if some statements are true or false. T asks volunteers to share their answers with the class.  
Conclusion (10 mins.)
T asks Ss to think one way to help a person with a communication barrier. Ss share their ideas with a classmate. Each pair presents one idea to the class. T writes all ideas on the board and encourages discussion on how these actions can promote inclusion.  
​Homework: Find and bring a word or sign in another language (sign language, Braille, or Indigenous language) to share with the class.