The document contains a semi-detailed lesson plan for teaching verbal and non-verbal communication strategies to 9th grade English students. The lesson plan outlines objectives, materials, procedures, and an assessment. Students will learn to differentiate between verbal and non-verbal cues, recognize types of each, and perform short scripted scenes demonstrating both. They will be evaluated through a charades game to test their understanding of verbal and non-verbal strategies. The lesson aims to help students comprehend how communication messages can be misinterpreted without awareness of verbal and non-verbal cues.

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4As Semi-detailed Lesson Plan English 9
Bachelor of Secondary Education (University of Mindanao)
Studocu is not sponsored or endorsed by any college or university
4As Semi-detailed Lesson Plan English 9
Bachelor of Secondary Education (University of Mindanao)
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2. SEMI-DETAILED LESSON PLAN IN ENGLISH GRADE 9
(4As FORMAT)
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. Differentiate verbal communication from nonverbal communication.
b. Apprehend the value of verbal and nonverbal cues in communication.
c. Perform specific scenes from a particular play or movie using verbal and
nonverbal communication.
II. SUBJECT MATTER
A. Topic: Verbal and Non-Verbal Strategies.
B. Teaching Materials: Laptop for PowerPoint Presentation and Pictures.
C. Reference: Clovis Community College. (2021). Verbal vs. Nonverbal
Communication. Retrieved from
https://cloviscenter.libguides.com/Communication/VerbalVSNonverbal.
III. LEARNING PROCEDURE
A. Routinary Activities
a. Prayer
o Prayer will be led by a student.
b. Greetings
o The teacher will greet the students.
c. Attendance
o The teacher will check the attendance of the students.
B. Review
As a sort of review, the teacher will ask some students to recall the lesson from
the previous discussion.
a. What is communication?
b. How does it help us in our daily lives?
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3. C. Activity
Before the proper lesson starts, different GIFs will be shown to the class. Each
GIF conveys different meanings. The students will be asked for their interpretations.
Expectedly, they may have different understandings. Therefore, all answers will be
entertained.
D. Analysis
From the student’s different viewpoints, the teacher will explain that just like when
communicating to someone, everything they say and do means something. Oftentimes,
misunderstanding occurs when the message perceived is different from the intended
message. To prevent such, the teacher will discuss verbal and nonverbal cues.
a. Differentiate verbal from nonverbal communication.
 VERBAL COMMUNICATION - is the use of words to convey a
message. Some forms of verbal communication are written and oral
communication.
 NONVERBAL COMMUNICATION - is communication without
words, the use of body language to convey a message. One main
form of nonverbal communication is body language.
b. Introduce different types of verbal communication: oral and written.
b. Introduce different types of nonverbal communication:
 Facial expressions – The principal source of feedback.
 Eye contact – The most expressive element in face-to-face
communication.
 Body movements & posture – The way you stand and hold your
body also sends messages.
 Gestures – The movement that you make with a part of your body,
especially your hands.
 Haptics – also known as “touching”.
 Proxemics – refers to the amount of space that individuals naturally
maintain between each other which communicates meanings.
 Voice – The way in which a message is spoken is as important as
what is said.
E. Abstraction
The teacher will ask the students to give the gist and to summarize the lesson.
a. What is the importance of verbal and non-verbal communication in daily lives?
F. Application
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4. The class will be divided into four groups. Each group will be required to have a
short scenario to be performed in front. The scenes must come from a play or film. The
groups can only have 4 scenes from a play they chose. Of course, before coming up
with the performance there must be a script. The script should contain verbal and
nonverbal cues. For example: “Girl: Hi! (waving)”
It is up to the group leaders how they will divide the tasks. As long as all of the
members will participate, a script will be produced, and a short role-play will be
performed.
IV. EVALUATION/ASSESSMENT
The teacher will divide the class into two groups. The students will play
charades. It is a game of pantomimes; one has to "act out" a phrase without speaking,
while the other members of their team try to guess what the phrase is. The objective is
for the team to guess the phrase as quickly as possible.
V. ASSIGNMENT
Instruction: In items 1-2, choose the letter of the correct answer that suits the
statement. In items 3-10, identify the type of nonverbal communication being described
in each sentence.
1. This type of communication is wordless.
a. verbal b. nonverbal c. oral d. written
2. This type of communication can be oral or written.
a. verbal b. nonverbal c. oral d. written
3. The principal source of feedback.
3. The most expressive element in face-to-face communication.
3. The way in which a message is spoken is as important as what is said.
3. This refers to the amount of space that individuals naturally maintain between
each other which communicates meanings.
3. The way you move and carry yourself.
3. The movement that you make with a part of your body, especially your hands.
3. This includes a weak handshake, a timid tap on the shoulder, or a warm bear
hug.
3. We wave, point, and use our hands when we are speaking.
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5. Downloaded by Elah Grace Viajedor (viajedorelahgrace17@gmail.com)
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