Running Head: COMMUNICATION UNIT PLAN 1

Communication Unit Plan

Krysten Cripps

Lakehead University

Dr. Ismel Gonzlez

EDUC 8300 SDE

June 9, 2017
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Background Information: My class is comprised of 14 students from various countries and

backgrounds. There are 6 Chinese students, 4 Arabic students, 2 Korean students, 1 Columbian

student and 1 African student. Many of the Chinese students struggle with speaking and the

Arabic students struggle with writing. The Columbian student has severe hearing loss in their

right ear. The rest of the students have no specific areas of concern. All of the students have had

some formal schooling in their home countries, some more intensive than others. This class is

held 3 times a week, for 3 hours each session in a classroom at the university, for a total of 12

weeks. The students in the class are at Stage II CLB 7/8 and are preparing for future studies at

the university level, mainly in Canada. We use the classroom, the community, the library, video

and audio, the computer lab, electronic devices and various texts to help facilitate our learning.

Unit Overview

Title Communication Unit Audience English for Academic Purposes Class

Summary of unit
This unit will use different communication styles, forms and scenarios to prepare them for their
future as students and as professionals. There will be a focus on improving writing, speaking
and listening with a small focus on reading. The students will write emails and letters, engage
in mock interviews and conversations, and use appropriate body language in various situations.

Scope and sequence

The following list outlines all main components of the unit in point form.

Day 5: Culminating task

Practice their final presentations with their partner
Perform for another group and receive feedback
Practice again with adjustments
Performances and submit all work for culminating task
Day 4: Using communication in various situations
Become effective at communicating on the phone
-relying on tone and language (no body language or facial expression to rely on
for understanding)
Be able to use appropriate communication in a variety of situations role play
Day 3: Written communication
Discuss the reading done for homework
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Look at different forms of communicating through non-verbal written communication

focusing on language and formatting
-texts, letters, email etc.
Day 2: First Impression and Body Language in formal situations
Understanding how to make a great first impression
Know how to use appropriate body language
Practice using these skills
Day 1: What is communication?
Define communication
Understand the process of communicating
Differentiating between good and bad communication

Big ideas
How to communicate effectively using:
-body language
-tone
-language

Focus questions
1. What is effective communication?
2. What does good body language look like?
3. What language is appropriate to use in different situations/contexts?

Expectations
Oral: Effective communication strategies, body language, tone
Reading: Picking out important information
Writing: Summarizing, writing for specific purposes, using appropriate language
Listening: Critical listening skills

Assessment and evaluation

As Learning: Students assess each other and provide feedback (ex. Think, pair, share)
For Learning: Feedback from the teacher (circulating the room, marking assignments)
Of Learning: Final presentation (final grade)

Links to prior knowledge and skills

Students in this class may have first-hand experience or knowledge about one or more of the
following:
-communicating in various situations
-being in an interview situation
COMMUNICATION UNIT PLAN 4

Day 1: Introduction to Effective Communication

Instructor: Krysten Cripps Date/Session Number: 1

Course Title: EAP Unit: Communication

Language Level: Stage II CLB 7/8 Length of Lesson: 3 hours

Topics to Cover: Defining communication, learning strategies for effective communication

Objectives:
-To be able to define and explain what communication is
-To be able to identify the main elements of communication

Accommodations/Modifications: Make sure the student with the hearing problems is always
on the left side of you, give additional time or smaller workload for students who need
assistance

Procedures:
Length/Time Content, Activity, Strategy Materials and Equipment
30 minutes Introduction/Hook -white board or chalk board
-What do you think of when you hear -smart board or projector
the word communication? How -worksheets
would you define it? -lined paper
-pencils/pens
After you discuss these answers, as a -iPads, laptops or access to a computer
class make a list of all of the lab
different ways there are to
communicate.

Ask the class what their favourite

way to communicate is and why?
Then discuss when is the best way to
use each of the ways to communicate
listed.

15-30 -Explain to the students we are going

minutes to start a unit on communication.
(depending Give the students the culminating
on how many activity so they can start thinking of
questions ideas so they can work on it
there are) throughout the unit and go through
the assignment papers.
-Assign partners.
COMMUNICATION UNIT PLAN 5

-Answer any questions the students

have.

Total time: Reading

75 minutes
(20 min) -Read the introduction and 1.1
together as a class the teacher will
read it to the class
-Then as a class pick out the most
important ideas from the first section
(this will help student be able to do
this on their own as they continue to
read and model how to do the
activity) Remind students that they
only need to record the most
important details, also show what is
(30 min) not important for reference
-Read 1.1 to 1.2 individually
-Pick out the most important
information throughout the reading
and record it in your notes as you
(5-10 min) read
-After they finish reading have them
pair up and discuss what they found
interesting or new information and
what they thought the most important
(5 min) information was
-Ask students to think about the
question in Activity 1.1 The meaning
of communication lies in the way that it
is received. Do you agree with the above
(15 minutes) statement
-Discuss as a class
-Hand in your notes to the teacher
20 minutes
Discussion
-Think about how you communicate
in your home country (gestures,
phrases, greetings) and how we
communicate in Canada. What are
some similarities and differences?
-Discuss as a class
-Does this affect the message being
received and understood?
-Discuss as a class
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20 minutes Writing
-Think about a time when there was
poor communication between you
and someone else. Describe the
situation (who, what, where, when,
why and how) and any other
information needed. How could the
communication have been improved
to have good communication?

To Do After Class:
Instructor Students
-Look over the students notes and return -No homework
with feedback

Notes/Reflections
COMMUNICATION UNIT PLAN 7

Day 2: Face to Face Communication and Body Language

Instructor: Krysten Cripps Date/Session Number: 2

Course Title: EAP Unit: Communication

Language Level: Stage II CLB 7/8 Length of Lesson: 3 hours

Topics to Cover: Body language, tone, interviews

Objectives: To have students be comfortable and confident communicating in higher pressure

situations, such as a job interview.

Accommodations/Modifications: subtitles on the video, make sure the student with the
hearing problems is always on the left side of you

Procedures:
Length/Time Content, Activity, Strategy Materials and Equipment
15 minutes Introduction/Hook -white board or chalk board
-Ask students to raise their hands if -smart board or projector
they have ever had a job interview or -worksheets
interviewed someone. -lined paper
-Have the students write on a piece -pencils/pens
of paper:
What was it like? How did you feel?
What are tips you have for someone
going to an interview?
If you havent been to an interview
answer the questions imagining what
it would be like.
-Have students hand in the papers
and read some of them aloud, have a
discussion and make a list on the
board of students answers add
your own as well

20 minutes -Explain to students we are going to

learn about body language and
effective communication in an
interview situation. You can also talk
about making a good first
impression. The students are going to
take on the role of the interviewer to
select the best candidate.
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-Hand out the worksheet and go

through how to fill it out. Remind
students not to worry about the
ranking section until the end.
-As a class, come up with criteria to
look for when looking for the ideal
candidate. Also, some criteria that
would make you not want to choose
the candidate as a guideline while
watching the video.
Encourage students to watch for
qualities such as appearance and
presentation, tone, posture, questions
they ask and their responses.

60-75 Video
minutes total Watch the YouTube video 30
Seconds to Impress
https://www.youtube.com/watch?v=
HVK-xbdddhA

After each clip, pause the video to

give the students time to write what
they observed.

-When the interviews are finished

have the students rank the candidates
-Each student will join a partner and
share their answers
-Then as a class discuss and choose
the person they would hire

Watch the rest of the video where the

interviewer explains their
observations.

Discuss again and compare the

students answers to the ones in the
video. Guiding Questions: What was
pointed out in the video that you
didnt notice? Is there anything you
disagree with? Are there any
questions about what you just saw?

Using the video as a guide, you are

30 minutes going to introduce yourself to
COMMUNICATION UNIT PLAN 9

various people around the room in a

professional manner, have a 5-
minute conversation about the topic
displayed on the board (put a timer
on the board so the students know
when the time is up)
-after the 5 minutes discuss with
your partner how you think the
conversation went
-Repeat

-From the activities today write

10 minutes down one thing you learned from the
video, one thing you struggled with
and one thing you excelled at during
the activity, and one or two things
you still have questions about.
-Hand this in before you leave with
your name on it.

To Do After Class:
Instructor Students
-Read exit slips address any concerns the -Read 1.2 to the end of the document
next day and see where students are at from -Make notes picking out the most important
their perspective information and be prepared to discuss the
questions in the text at the beginning of class

Notes/Reflections

**Day 3 and Day 4 not included

COMMUNICATION UNIT PLAN 10

Day 5: Culminating Task Presentations

Instructor: Krysten Cripps Date/Session Number: 5

Course Title: EAP Unit: Communication

Language Level: Stage II CLB 7/8 Length of Lesson: 3 hours

Topics to Cover: Giving effective feedback, presentations

Objectives:
-How to give constructive feedback
-Prepare for your presentations
-Give a great presentation

Accommodations/Modifications:
-Mark according to students accommodations using the marking scheme below

Procedures:
Length/Time Content, Activity, Strategy Materials and Equipment
5 minutes -Explain to the class that they are -worksheets
going to have 1 hour to work on their -lined paper
presentations with their partners -pencils/pens
-Then they will have the opportunity -iPads
to perform for another group and
receive feedback on their
presentation
-Then they will do their presentations
for the class and I will record them

60 minutes Rehearsal
-Making a script, practicing, ask
questions

20 minutes Giving Effective Feedback

-Display the chart below for the class
to read through
-Then, as a class create examples of
good feedback and bad feedback
for example: non-judgemental
language looks like Help me
understand. and judgemental
language looks like That doesnt
make sense
COMMUNICATION UNIT PLAN 11

20 minutes Feedback
-One pair performs, the other pair
observes and records information
about what they like, what need to be
improved for feedback
-Then take 5 minutes and give
feedback to the pair
-Switch roles and repeat

15 minutes Rehearsal
-Make any adjustments to your
performance you feel necessary and
practice one more time before you
perform

50 minutes Performances

To Do After Class:
Instructor Students
-Send the videos to the specific students -Watch your video
-Watch the videos and begin marking -Make notes of what you did well and what you
need to improve on to submit the next day

Notes/Reflections
COMMUNICATION UNIT PLAN 12

Culminating Task Instructions: Product Pitch

(modified from: scholastic)

Using the communication skills we have learned throughout the unit, your task is to work
collaboratively to create a product pitch. For this assignment, you and a partner will invent your
own product and choose a company to present the product pitch to.

Example: Team X has developed a solar-powered air-conditioner called the Suncool, which
they will pitch to Best Buy. Team Y has invented an action figure toy that can go from slim to
muscular, based on how much you move his arms. The doll is called Body Builder Ben and the
team will pitch it to Toys R Us.

The following is a list of requirements.

Target audience and age range
Product name, function, price, description
Target company and why the product would be an asset
How the product is necessary/unique
In-class presentation (5-7 minutes)
o Greet the perspective buyers of the product with a handshake and introductions
(this will be another pair in the class)
o Make the pitch
o Thank them and shake hands before leaving
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COMMUNICATION UNIT PLAN 14

Rubric for Oral Presentation of Product Pitch

PRESENCE 5 4 3 2 1 0
-body language & eye contact
-poise
-physical organization

LANGUAGE SKILLS 5 4 3 2 1 0
-correct usage
-appropriate vocabulary and grammar
-understandable (rhythm, intonation, accent)
-spoken loud enough to hear easily

ORGANIZATION 5 4 3 2 1 0
-clear objectives
-logical structure

MASTERY OF THE SUBJECT 5 4 3 2 1 0

-pertinence
-depth of commentary
-spoken, not constantly reading
-able to answer questions

VISUAL AIDS 5 4 3 2 1 0
-props, set up of presentation space

OVERALL IMPRESSION 5 4 3 2 1 0
-very interesting / very boring
-pleasant / unpleasant to listen to
-very good / poor communication

TOTAL SCORE _______ / 30

COMMUNICATION UNIT PLAN 15

30 Seconds to Impress Worksheet

Ranking Name Good qualities Bad qualities Overall Impression

Anthony

Marissa

Christa

Todd
COMMUNICATION UNIT PLAN 16

Kaitlynn

Steven
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