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At the end of the lesson, the students should be able to:

1. Discriminate various verbal and non-verbal cues exhibited by the speaker

2. Execute assigned verbal or non-verbal cues effectively
3. Judge the relevance of different verbal and non-verbal cues in the effective
conveying of thoughts and ideas to the audience.

II. Subject Matter

Topic: Verbal and Non-Verbal Cues

Materials: Laptop
Power Point Presentation

III. Procedure

A. Daily Routine
1. Opening Prayer
2. Checking Attendance
3. Routines
*Turning off Phones
*Placing their bags at the foot of the desk
*Leaving nothing on top of the desk except for ballpen and notebook
B. Motivation
The teacher will present a 3 parts video that shows verbal and non-verbal cues.
After the class finishes watching the video clip, the teacher will ask the following
 What is the scene all about?
 What are the gestures or actions conveyed by the actors in the video?
 What do the actors’ dialogue and actions tell the viewers?

The teacher points out that gestures and body actions convey messages as
well. The teacher then reviews the learners about the communication
process and introduces the lesson for the day.

C. Lesson Proper
The teacher discusses the “Verbal and Non Verbal Cues ".

 VERBAL COMMUNICATION – communication through words, whether

spoken or written.
 NONVERBAL COMMUNICATION – is communication without words, only
visual cues.
Introduce different types of verbal communication: oral and written.
Introduce different types of nonverbal communication:
 Facial expressions – The principal source of feedback.
 Eye contact – The most expressive element in face-to-face
 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.
D. Activity
The teacher will ask the class to give examples of verbal and nonverbal cues that
can be present on a given situation. (1. A foul smelling classmate speaks with
you 2. A friend told you you’re ugly 3. Your crush sat beside you on a long field

E. Analysis
The teacher will show the video once again. He will then ask the following
question to the learners:
1. On the first part, do you think that the vitamin is really tasty and pleasant
to be taken? Justify your answer.
2. Though the two workers were having a hard time packaging the
chocolates, the operator still proceeded to make the production faster.
3. Did the cashier really understand the order of the man? Why or why not?
F. Abstraction
The teacher then asks 2 of his students what they have understood so far from
the lesson. He will also ask the learners why it is important to know verbal and
non-verbal communication

IV. Application

Group Activity: Make a short presentation depicting different situations. Make sure

to use appropriate verbal and nonverbal cues.

Group 1: You and your friends are in a concert. You were chosen by the vocalist to
accompany him on the stage.
Group 2: You and your friends stormed the office of the City Mayor. You wish to
speak to him about the cutting down of the century old trees at the park.

Group 3: You confessed your love to your long-time crush only to be rejected by
Group 4: Your teacher informed the class that only 2 passed the exam.

V. Evaluation

Seatwork: Now let’s take a pop quiz.

Part 1: Write V if the statement is a verbal communication and NV if the
statement is a Nonverbal communication.
1. The girl grimace upon tasting the spoiled milk.
2. “I love you” said Arlene.
3. Tina’s eyes opened wide when she heard his husband met an accident.
4. Julian gazed at Jessica’s eyes with great admiration as the latter talks.
5. “Chivalry is dead” a feminist wrote it in her journal.
Part 2: Read the questions carefully. Choose the letter of the best answer.
6. David is furious because his toy was broken by Andrew. What would be David’s
nonverbal cue?
a.) a clenched fist b.) a smiling face c.) none of the two
7. Stephie hit her toe on a wooden chair’s leg. What would be the reaction of
Stephie’s body?
a.) Crouching on the floor while clasping her foot
b.) Jumping up and down with glee
c.) Laughing hysterically
8. John hates cats. He met a cat on the road. What will John most likely do?
a.) He will go near the cat b.) he will get away from the cat c.) none of the two
9. Henry is enjoying a conversation with her girlfriend. What would Henry most likely
a.) push her girlfriend away b.) hold her girlfriend’s hand
10. Jane’s boyfriend broke up with her in public. How would Jane most likely react?
a.) teary-eyed and flustered b.) leaping out of joy c.) none of the two
Part 3: Essay. In a minimum of 80 words, explain why it is important to take
advantage and to take notice of the verbal and nonverbal cues while communicating.
(10 pts)

VI. Assignment
Search online a 3- 5 minute long scene from any film. Write down the dialogue from
the chosen scene and make an observation report of the actors’ verbal and
nonverbal cues. Explain why the characters spoke and acted that way on the scene.
Upload your assignment to our EDMODO class wall before 12 midnight.

Prepared by:
Troxie Gavect C. Torres