This document contains a lesson plan about non-verbal communication for classes 3 and 4. It was created by Prabha Diwakar and includes objectives to teach students about difficulties faced by disabled people and how to develop compassion. It covers types of communication, sign language, facial expressions, and institutions for speech impaired people. Examples are given of communicating through actions and a quiz is included at the end.

1. A lesson in EVS
For Classes III and IV
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2. NAME: Prabha Diwakar
RESIDENCE: 866 ’Maruti’ V Block I cross
BEL layout Vidyaranyapura
Bangalore-560 097
(KARNATAKA)
PHONE NOS: 080-23642674
MOBILE: 9886090107
E-MAIL ID: prabha_diwakar@yahoo.co.in
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3. Prabha Diwakar 3
SCHOOL : Kendriya Vidyalaya, No:1,
AFS Jalahalli, (WEST), Bangalore-15
KARNATAKA
STUDENTS: 2587 from class I to XII
PHONE: 080-28389852
E-MAIL ID: kvjalahalli@gmail.com
PRINCIPAL : Shri G.P. SELVAM
WEB SITE: www.kvjalahalli.org

4. OBJECTIVES OF THE LESSON
 To teach the lesson which has very sensitive and
difficult theme to reach the small age group
 To make the students understand the difficulties
faced by the disabled children in day-to-day life
 To make the students develop soft feelings towards
those people whom they may come across
 To enact or do mock actions like speech impaired
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5. INDEX
1. Types of Communication
2. Why do we need actions?
3. People who use actions
4. Sign language
5. Special Institutions
6. Facial Expressions
7. Questions
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6. COMMUNICATION
The word ‘Communicate’ is derived
from Latin which means ‘share’ or
‘make it common’. It means exchange
of ideas, information or feelings from
one person to another.
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7. WAYS OF COMMUNICATION
 We communicate to each other either orally or in
writing.
 Oral communication is effected through action,
speech and instruments.
 Written communication involves certain medium
to write on like paper, cloth, wall, floor and
certain materials to write with.
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BACK

8. ORAL COMMUNICATION
 Earlier man copied the sounds of animals.
 He grunted and barked to express his feelings.
 Slowly the sounds were accompanied with
actions and expressions.
 Languages were developed much later about
500,000 years ago.
 But nobody knows when exactly man began to
speak.
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9. WHEN DO WE
NEED ACTIONS?
 When there is any problem in
speaking & hearing
 When we do not want others to
know our message if many are
present in the same area
 When there is absolute silence
required in some places like
library, court room, hospital etc
 When we have to communicate
to a foreigner or when the
speakers do not know any
common language
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BACK

10. PEOPLE WITH ACTIONS
 Mostly by the speech impaired
 The infants use sign language
for many purposes
 The traffic police to
communicate to the mass
 The yogis as a method of yoga
 And, of course teachers
 Music conductor
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BACK

11. AN INTRODUCTION TO ACTIONS
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BACK

12. SIGN
LANGUAGE
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13. LANGUAGE IN ACTION
 If they want to say, “I saw a film”, they may use the
hands like this:
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How difficult to
do the action!

14. CAN YOU SAY THROUGH
ACTIONS?
 I want to learn music.
 Where are my pencils?
 Principal is far away.
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15. THE FATE OF SPEECH IMPAIRED
 Due to nervous disorders or some shocks the
children are born with speech problems
 The speech impaired often do not get social
status
 They are not disabled but differently talented
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16. EDUCATION FOR THE SPEECH
IMPAIRED
There are special schools for these people where
they learn to communicate with the normal as well
as with other speech impaired people.
They are taught to use their hands and lips to
convey some words.
They are even given vocational training.
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17. THE SPECIAL INSTITUTION
 We took a few selected
children from our
school to the school in
Mahalakshmi Layout
to know in person the
method of teaching
the speech impaired
children
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BACK

18. ACTIONS TRANSFORMED INTO EDUCATION
 Specially trained teachers in the special schools
transform actions into education.
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19. TEACHER VS
ACTIONS
 It is not only what we say in the classroom
that is important, but it's how we say it that
can make a difference to students.
 Teachers use Non-verbal communication to
make the students concentrate in the class.
 Nonverbal messages are an essential
component of communication in the teaching
process.
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20. LIFE OF HELEN KELLER
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Helen Keller, a blind,deaf and
dumb girl from United States
was very talented . She wrote
poems and stories, she could
type on the normal typewriter
and also read Braille lessons.
She is a role model for many of
the disabled persons now.
You can find more info about Helen at
http://www.afb.org/braillebug/hkmuseum.asp

21. I have a sister, my sister cannot hear
I have a sister,
My sister is deaf.
She is special
There are not many sisters
like mine.
My sister can play the piano
She likes to feel the
deep rumbling chords.
But she will never be
able to sing.
She cannot hear the tune.
She likes to leap, to tumble.
to roll, to climb to the top of
the monkey bars.
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Now my sister has started
Going to my school,
although
Our mother still helps her
speak and lip-read at home.
The teacher and children
do
not understand every word
she says, like sister
Or water or thumb.
I wore my sunglasses
Yesterday.
The frames were very
large.
The lenses are very
black.
My sister made me take
Them off when I spoke.
What do my brown eyes
say to her brown eyes?
Now read the poem given in the text book of Class III :

22. THE IMPORTANCE OF ACTION IN
COMMUNICATION IN CLASS ROOMS
 Teachers should be aware of
nonverbal speech in the classroom for
three major reasons:
 An awareness of nonverbal behaviour
will allow you to become better
receivers of students' messages.
 We will become a better sender of
signals that reinforce learning.
 This mode of communication
increases the degree of the perceived
psychological closeness between
teacher and student.
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23. SIGN LANGUAGE ON STREETS
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24. Prabha Diwakar 24
Our classical dances are also examples of non verbal
communication.
MUDRAS FROM BHARATNATYAM
BACK

25. OUR CLASSICAL DANCES
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26. FACIAL
EXPRESSIONS
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FACE IS THE INDEX OF MIND
We can guess a lot of emotions from the faces.

27. •It is a game of guessing the
word or a sentence through an
action.
•In France the word charade
still refers to this kind of
linguistic riddle.
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28. Guess what would be the feeling of the persons
from their actions.
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29. Prabha Diwakar 29
ACTIONS SPEAK
MORE THAN WORDS

30. QUIZ ON THE LESSON
1.Who uses the action most?
a. milkman
b. traffic police
c. gardener
2. Who among the following uses mudras?
a. teacher
b. nurse
c. dancer
3. Name the lady from USA who was blind and speech
impaired?
a. Helen Keller
b. Florence
c. Kathrina
4. ‘Charades’ is pronounced as:
a. /ʃəredz/
b./čɛ́r edz/
c. /ʃɪrɪds/
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30
5. Dumb charades is a game of action originated in
a. Germany
b. France
c. England
6. The infant uses ________ for his communication
a. legs
b. actions
c.. expressions
ANSWERS

31. FILL IN THE BLANKS:
1. The name of the school for speech impaired is
______________
2. The teachers are _______________ to handle the
deaf and dumb there.
3. The teachers know the _________ language of the
deaf and dumb.
4. The action are based on __________ and feelings.
5. Helen Keller was deaf , dumb and ________
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ANSWERS

32. ANSWERS FOR SLIDE – 29 & 30
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BACK
QUIZ ANSWERS:
1 2 3 4 5 6
b c a a b b
Answers for Fill in the blanks:
1. Shastri School
2. trained
3. sign
4. alphabet
5. blind

33. SOFTWARE AND HARDWARE USED
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◦ Microsoft Windows 2007
◦ Microsoft PowerPoint 2007
◦ Microsoft Windows Media player
◦ Microsoft Internet explorer
◦ LCD projector to view on screen
◦ Scanner
◦ Camera
◦ Microphone

34. MY THANKS TO:
 http //images. goggle.com
 Links: play.com(uk)
 jeroenarendsen.nl/category/mudras
 Daniel Jones English Pronunciation Dictionary
 GIF animations
 Flv video convertor
 NCERT text books
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