Content begins here
Contenido de la página principal
Pulsa para colapsar
Objectives
Communication is a complex process, which refers to the imparting or exchanging information, opinions, news, feelings through different medium.
For this, individuals use a common system of symbols, that usually relies on language. Language is made of oral and written elements, where words are structures to form sentences and speeches that will make sense for the interlocutor. But not only.
Communication and language are composed by a series of nonverbal elements, such as the body language, gestures and behaviours. It is also influenced by our environment, culture, experiences.
Finally, the channel used for communication is extremely important, as it already reflects an intention behind the message that we intend to deliver.
We can communicate directly or indirectly, by oral, visual or audio-visual, in presential or virtual mode, spontaneously or remote. This diversity needs to be mastered properly when our communication intends to reach an objective.
Through the next lessons, we will focus on the different basic elements of communication, verbal, nonverbal, and virtual and how to handle them to achieve our purposes.
The main objectives of this topic are described in the following video:
Lesson 1. Verbal languagePulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 1 of Topic 4. Communicate with others. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L1 Verbal language | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L1. Verbal language (lesson content in pdf, video, video content in pdf) |
Explanation about how to use different language styles for different purposes. |
15' | at home (flip-teaching) or in the classroom |
Explain Video T4.L1 or solve doubts (if flip-teaching).
Explain Activity A.T4.L1.1 |
| S2P | Activity A.T4.L1.1. The communicator (activity factsheet in pdf) | One student makes a drawing, then he describes it to the rest of the students that need to make an exact reproduction without seeing the picture, just from his description and words. | 30' | in the classroom | |
Lesson 2. Body LanguagePulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 2 of Topic 4. Communicate with others. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L2 Body language | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L2. Body language (lesson content in pdf, video, video content in pdf) |
Explanation about how to detect and identify elements of body language and analyse their meaning.> |
15' | at home (flip-teaching) or in the classroom |
Solve doubts about previous Activity T4.L1.1 Explain Video T4.L2 or solve doubts (if flip-teaching). Explain Activity A.T4.L2.1 |
| S2P | Activity A.T4.L2.1. Body language louder than words (activity factsheet in pdf) | Students will be engaged in an improvised dialogue where they have at the same time to deal with an open situation while expressing hidden message through their gesture. They will have to be subtle, but make others understand what their real feeling is. | 20' | in the classroom | |
Lesson 3. Non-verbal languagePulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 3 of Topic 4. Communicate with others. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L3 Non-verbal language | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L3. Non-verbal language (lesson content in pdf, video, video content in pdf) | Explanation about how to detect and identify elements of non verbal signals and analyse their meaning | 15' | at home (flip-teaching) or in the classroom |
Solve doubts about previous Activity T4.L2.1
Explain Video T4.L3 or solve doubts (if flip-teaching).
Explain Activity A.T4.L3.1 |
| T2T | Activity A.T4.L3.1. Contextual influence (activity factsheet in pdf) |
This short exercise is aimed helping teachers to demonstrate to students how their perception of a same element can differ according to external / contextual elements. |
in the classroom | ||
Lesson 4. Tips for virtualPulsa para colapsar
The following table shows all the materials prepared for the teacher to learn (T2L) and for the teacher to take them to the classroom (T2T, S2P) for Lesson 4 of Topic 4. Communicate with others. The description of the different types of materials (T2L, T2T, S2P) can be found here. For each material, teachers can find in this table: its description, the student workload and where the student works. Additionally, recommendations about what to do in the classroom are included (remember that one lesson corresponds to one class of the teacher with her/his students). Follow the links in the table to discover what O-City has prepared for you:
| L4 Tips for virtual | |||||
|---|---|---|---|---|---|
| Type | Materials | Description | Student Workload | Where does the student work? | What to do in class? |
| T2L/T2T | Video T4.L4. Tips for virtual (lesson content in pdf, video, video content in pdf) | Explanation about how to use the different elements of languages that increase the quality of our communication and enable us to deliver efficiently our messages despite the distance with our interlocutors. | 15' | at home (flip-teaching) or in the classroom |
Solve doubts about previous Activity T4.L3.1 Explain Video T4.L4 or solve doubts (if flip-teaching) |