LESSON TITLE: Non-verbal Presentation Skills Development

Lesson #: __2____

TEACHER NAME: _____Jiaxin Zhou_________________
DATE:_____03/11/14______________

Attach any handouts or materials required for this lesson.
Preparation/Planning
ESL Course: Listening and
Speaking

Level

Beginning


Intermediate
X

Advanced


Multilevel
Topic/Theme: Nonverbal
language skill

Objectives
Listening Students will listen to teachers instruction of how to develop nonverbal
language skills; they will also watch several videos then analyze
presenters non-verbal language.
Speaking Students will discuss and share their opinions of making eye contact;
then they will do a short self-introduction presentation practicing eye
contact; they will also answer some reflection questions such as do you
think there was something wrong with the presenters non-verbal
language?
Reading
Writing Students will fill in a chart which helps check their understanding of the
use of gestures.
Bridging
What background knowledge
do the students already have?
A majority of the students have finished their first self-introduction
presentation. They received a scoring rubric from the professor so they
can see what aspects they need to improve in the future. Also they have
already known how using graphic organizer and notes card to organize
their speech.

What will you do to activate
or link students prior
knowledge or experience to
upcoming content?
To activate students prior knowledge, I will ask some reflection
questions at the beginning of the class and have students discuss with
partners: (Students recorded their first presentation using cell phones)
When you watch the video of your first presentation, how was your eye
contact? Did you look at the screen a lot? Did you look at only one
person in front of you, or every person side to side?
How were you standing? Were your shoulders and back straight? Was
your head held high? Did you look confident and relaxed? How did
you use your arms and hands? Were you moving any body parts that
you shouldnt be?
How will you do better next time?

Engagement with New Material
What will you do to engage
students in the active learning
of the new material?
I will arrange several activities to engage students to learn the new
material. For example, I will ask students to practice eye contact in a
joyful way. They will be paired up and use their first presentation
prompt as a guide when practicing eye contact, which will allow them
to review transition phrases. To practice eye contact, during the
conversation, students will try to keep staring at each other all the time
for the first round; then they will look at the roof or floor for the second
round. Students who look away firstly will lose the game. After this
activity students will firstly discuss with their partners about the feeling
of those two kinds of eye contact; then share with the whole class;
finally they will try to find a better way of making eye contact.
To practice posture, I will model the supermodel method to the
students. I will put a book on my head and try to avoid dropping it.
Then everyone will follow me and practice their posture in a few
minutes.
Finally, after explaining the meaning and use of gesture, I will
demonstrate some gestures and ask students to guess what I showed.
What will you do to ensure
that all students are engaged?
I will circulate the classroom during the discussion time and check
students participation. Also I will call on students to answer my
questions when doing the whole class discussion. Furthermore I will
observe students engagement when they watch the videos. Students
should also take notes during watch the video and finish a chart based
what they learned in class.
Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
After discussing what is the better way of eye contact. I will ask every
four students to become one group and each of them will try to look
directly at their audience in turns while giving the speech. This activity
will help them to practice eye contact skill. Also as mention before,
students will follow me to use the supermodel method to practice
posture.
Assessment
How will you assess their
learning of the objectives?
At the end of the class, students will watch three bad presentation
sample videos together and they need to analyze what is wrong with
the presenters nonverbal language. Moreover, students will watch a
tedtalk video silently and try to analyze the speakers gestures. For
example, if the presenter put his finger on his head, students may guess
he is talking about brain or wisdom. Then they will watch it again and
fill in a chart contained three columns fact, time and gesture.
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
When students watch the tedtalk video for the second time, I will ask
them to pay attention to the presenters nonverbal language, which are
eye contact, posture and gesture, and then answer some reflection
questions.
Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
I design a simple and clear Powerpoint to demonstrate key words,
important concepts and activities, which will help my students
understand my instruction and take notes. Also they will watch several
technology into your lesson?

videos, which can be seen as visual and auditory input and help
learners practice not only the presentation skills but also listening
skills.
Reflection
What went well? How do you
know?
Generally the class went very well. Students enjoyed the activities;
they seemed very relaxed during the peer discussion and they quickly
answered my questions. I received applause from them at the end of the
class. Also my mentor teacher said I made an improvement.
What didnt go as planned? I didnt have time for the last fill in a chart activity since the time
limit. So I decided to assign it as homework. However I think I didnt
explain my direction well for that activity because I saw many
confusing faces at that time in our class.
What contingency plan did
you employ?
As mentioned before, I assign the last activity as homework since I did
not have time to complete it. To fix the unclear direction of the
homework, I wrote a detailed announcement on Blackboard (website)
and provide my email address so that students can ask me individually.
What would you do
differently next time?
My mentor professor said my class was intensive and the students who
sat on the back could not follow my instruction so they could not
participate successfully. Because I integrated too many contents and
activities in a thirty-five minutes class so there is no time to walk along
with the low-achieve students and help them digest the new
knowledge. Thus, I think I need to improve my time management skill
and design a more scaffolding lesson next time. I will add more
modeling strategies and lead the students to the new material step by
step.
Did your students meet the
purpose and objectives for this
lesson? How do you know?
I think most of the students understood the definition, components and
requirement of nonverbal language for presentation. They answered my
comprehension check questions quickly during the assessment
activities. Also based on the assignments I have received from eleven
students, ten of them could follow my direction and analyzed the
nonverbal language from the video successfully. I will observe them
for their next presentation task to see if they can apply it for their own
presentation.
What do your students need
next? How do you know?
I think I need to work on how to improve my students delivery skills.
Based on the students assessment paper (scoring rubric), I found that
most of students lost scores on delivery part. My observation also
revealed that most of the students have limited vocabulary and
sentences for their presentation, they also have pronunciation and
monotone problems.
What did you learn about your
glows and grows as a teacher?
What can you do to work on
your areas needing growth?
My mentor teacher said that I have unteachable skill, he was
surprised to see that I can get along with adults students naturally. Also
I prepared well for my lesson and design a rich lesson, which allow
students to carry some useful knowledge when they leave the class.
But my problem is I rush with my lesson plan and let some of the
underachiever students left behind. Also I was too nice to give my
direction to the students and lack of teacher authority. Sometimes it
seemed like I negotiate with students to do the activities.
To improve my teaching, I will try to build a tougher teacher figure
next time and design a more scaffolding lesson, which will allow every
student to have a chance to participate and practice.