1. Have the beam projector ready to show the video and the activity suggested in the “Materiales Educativos Digitales” section.

 2. Ask students if they know what ‘body language’ refers to and ask them to give some examples.

3. Pre-teach, gestures, frowning, thumbs up, rolling eyes by miming and write the words on the board for them to use with the second activity.

4. Tell student they will learn about ‘body language’ and how much important it is in communication.

5. Play the video and make several pauses for students to make comments and discuss the examples.

6. You may also ask students to take notes in their notebooks and use that information later in the session.

7. Discuss with students the example given in the video, Alice’s coworker and her gestures and posture, What´s wrong with him? , ‘is he ok?

8. Invite volunteers to come to the front and imitate Alice’s posture and gestures as well as Alice’s coworker and practice some body language.

9. Ask students if they think gestures are the same in all cultures and languages.

10.You can either download  and make copies for students, or project the activity ( you need to register in order to be able to download and print)

11. Show students the pictures first, and then read the words at the bottom of the page but do not translate or explain to students. Some of the words you pre-taught so encourage students to start with the ones they know first and they try to get the other ones by using the part of the body in the name.

12. Invite volunteers to match the expressions to the pictures.

13. Invite some students to play a mime game, you say the ‘body language action’ and they perform it.

14. There’s a second page to this worksheet which is a cultural quiz. You can use it for homework and work with it, next class.

1.Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section, and download the file , print and make photocopies for students.

2. Ask students what ‘non-verbal communication’ means how they imagine communication without words, sounds, etc.

3. Invite some volunteers to show gestures and facial expressions to convey meaning.

4. Invite students to take notes on the 4 types of non-verbal communication: aesthetic, physical, signs, symbols and sit in pairs so they can work on some examples for each category using the information given.

5. Play the video and make pauses so you can discuss and help students with comprehension. The video does not have sound, only text.

6. Make particular emphasis on the 6 universal human emotions and take a few minutes to talk about them with students and how someone can express them naturally.

7. Invite students to imitate the 6 universal human emotions using original examples.

8. Review briefly what body language means and what non-verbal communication can do to the process.

9. Distribute the worksheet and ask students to work individually.

10. Read the paragraph about gestures and the instructions as well.

11. This is the perfect opportunity for you to mime some of the actions or have other students help their classmates understand by miming.

12. Monitor the activity and ask students to work in pairs to compare their lists.

13. Choose some students at random to share with the class why such actions are either positive or negative.

1.Have the beam projector ready to show the video suggested activities in  the “Materiales Educativos Digitales” section and download the file to make copies for students of the activity suggested for this session as well,

2. Review with students the 6 universal human emotions seen in the video in the previous session.

3. Try some examples in Spanish with students where they show anger, happiness or sadness in their intonation, then you give them a couple of examples in English.

4. Play the video and ask students to listen carefully to the teacher in the video using intonation to convey meaning.

5. You may also pause the video after each example, imitate it and then ask the class to say it the same way.

6. Invite students to work in pairs and write some examples to pronounce using the right intonation.

7. Invite some students to read their examples and ask the class to say what feelings they are expressing.

8. Model the intonation if necessary until students can imitate it.

9. Review the definition, effects and gestures in non-verbal communication seen in previous sessions.

9. Distribute the worksheet and ask students to read the words to be searched.

10. Help with vocabulary as needed and ask students to find the words but set a time limit.

5. When time is up, invite students to work in pairs and write a paragraph about non-verbal communication using at least 5 words from the word search.

6. Invite pairs of students to read their paragraphs to the class and compare them to others so students can see how many combination they can make in order to produce a paragraph using the same set of words.