Part I Communicative Activities Book 3 Unit 8

Part I Communicative Activities Book 3 -Unit 8

Communicative Activities Brainstorming Listening Speaking Return to Menu Book 3 -Unit 8

Work with your group to think of at least five words / phrases / expressions regarding the following topics. Understanding/conveying messages Failures in communication Emotional states Body language Differentiating between various meanings Book 3 -Unit 8

Understanding / Conveying Messages r understand know learn acquire (knowledge, information) r express reveal display r have an idea of take/get the message be well informed about something get/put the message across r make oneself understood r dawn on somebody something clicks in one’s mind something occurs to someone Book 3 -Unit 8

Failures in Communication r r r misunderstand don’t know. . . be confused about. . . get. . . wrong take too much for granted be ignorant about something have misconceptions about. . . be biased / prejudiced against. . . be puzzling / puzzled be mystifying / mystified make a faux pas (a culturally embarrassing mistake) blunder in etiquette Book 3 -Unit 8

Emotional States hospitable enthusiastic cheerful delighted glad overjoyed hostile cold happy / unhappy satisfied / dissatisfied friendly / unfriendly be embarrassed / embarrassing sad depressed low -spirited moody Book 3 -Unit 8

Body Language r r r nod raise one’s eye-brows stare at somebody avert one’s eyes from somebody pout one’s lips stick out one tongue make a face put on a smiling / good / happy face move / turn one’s head wave beckon r palm up down r take … into one’s arms r kiss someone on the cheek / r r r r mouth / forehead etc. . . touch eye contact his/her eyes speak for himself / herself … A cloud crosses his/her face … be red in the face blush beam Book 3 -Unit 8

Differentiating Between Various Meanings r r r r meaning(s) nuances of meaning (fine) shades of meaning tell the slight differences between. . . recognize the importance / significance of. . . realize serious consequences capture the delicate meaning of. . . actions speak louder than words Book 3 -Unit 8

Additional Activities: Understanding Different Means of Communication 1. Discuss the following question. In addition to verbal messages, what other means can human beings use for communication? List at least two means and explain how they work. 2. Work in small groups and finish the exercises in the Worksheet. Book 3 -Unit 8

Suggested Points for Activity 1 a. Facial expressions b. Gestures Body Language Book 3 -Unit 8

Body Language Words are inadequate! When we connect with a person, we also have to make it clear to each other how the content of a spoken message needs to be interpreted. To make the meaning of our words clear we use body language. Body language is a language without spoken words and is therefore called non-verbal communication. Book 3 -Unit 8

Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth. Book 3 -Unit 8

Facial expressions (A more complicated system is LIP-READING. ) Facial expression affects the meaning of words. Book 3 -Unit 8

Gestures (A more complicated system is the sign language for the deaf or dumb. ) Book 3 -Unit 8

An Unusual Medium of Communication Pre-listening Questions Ü Do we blow whistles for communication? When might you hear a whistle? Ü Explain what are the cultural meanings and rules for some body language in different cultures. Book 3 -Unit 8

Suggested Points for Question 1 In Chinese culture, wolf-whistles are often used by young people to woo a girl in the street, usually considered as a culturally indecent manner of communication to a girl; or whistleblowing (with a whistle) is used during sports by a referee to signal his / her commands to the participants; or they can also be used by the police to direct the traffic, etc…. Book 3 -Unit 8

Suggested Points for Question 2 shake hands (Chinese / English—showing welcome, friendship, goodwill, both men and women use it. ) put palms together in front of the nose to someone (Chinese Buddhist tradition, in Han nationality; it means reverence, respect to someone, only monks use it; but in Tibetan culture, it means begging for money—an embarrassing act!) touch someone by rubbing each other’s nose (Maori culture in New Zealand—showing welcome, goodwill, friendship, only between host and guest) Book 3 -Unit 8

Task 1: Listen to “An Unusual Medium of Communication” and fill in the blanks by using the words you hear on the tape. Task 2: Listen to the passage again and answer some questions. Recording Script Book 3 -Unit 8

Task 1: Fill in the blanks with the words and expressions you hear. Human beings sometimes have to employ unusual sign language methods of communication, such as ______ lip-reading on occasions when _______ they cannot get or _____ their meanings across with spoken language or when _________________, using language to communicate becomes less convenient _____________________. or impossible Some examples of the various forms of sign language are those used by _______, deaf or dumb people by football ____________, or basketball referees ________, traffic policemen and _____ auctioneers to name but a few. But perhaps the most unusual method of communication is a kind of _______, whistled speech which I found in Mexico recently. Book 3 -Unit 8

Task 2: Listen and answer the following questions. 1. When and where did the speaker discover the whistled speech? 2. How did Mr. Martinez and the corn seller communicate with each other? 3. Why did the speaker decide to stay longer with Mr. and Mrs. Martinez? 4. What did the speaker finally find out about the whistled speech used in the community? Book 3 -Unit 8

Reference Answers 1. When and where did the speaker discover the whistled speech? The speaker discovered the whistled speech while he was traveling in a remote area in Mexico the previous month. He found that some members of the tribe that live there use the whistled speech to communicate. Book 3 -Unit 8

2. How did Mr. Martinez and the corn seller communicate with each other? Instead of talking in words, they whistled to each other. In this way, they bargained over the price and came to an agreement satisfactory to both allowing Mr. Martinez to buy the seller’s corn. Book 3 -Unit 8

3. Why did the speaker decide to stay longer with Mr. and Mrs. Martinez? He decided to stay longer because he was very interested in the whistled speech and wanted to find more about it. Book 3 -Unit 8

4. What did the speaker finally find out about the whistled speech used in the community? He learned from Mr. Martinez that only men in their community use the whistled speech. It is used mostly for business purposes, for bargaining, buying and selling in the market place. Book 3 -Unit 8

Task 1 Getting your meanings across Task 2 Truth or fantasy? Task 3 Picture description Book 3 -Unit 8

Task 1 Getting Your Meanings Across Expressing your ideas clearly so that people can understand you Ü Work in small groups to find out more about means of communication other than language. Ask your partners questions in Section 3 A on page 116. Book 3 -Unit 8

Task 2 Truth or Fantasy? Ü Tell a short story about a happening in which you experienced some trouble understanding other people or you found your reaction was largely expressed and picked up by others through body language. Ü You may prepare your story based on the following clues. Book 3 -Unit 8

Task 3 Picture Description Working alone, study the following picture for not more than one minute. Then close your eyes and try to recall the face as exactly as possible. Now, open your eyes and look at the portrait again and note down your answers to the questions. Book 3 -Unit 8

1. How old is this man? 2. What language does he speak? 3. What mood is he in now? 4. How do you interpret his gesture? 5. His mouth is open. Is he necessarily speaking? 6. Do his eyes suggest there are many people in front of him? 7. Try to imagine the situation this man is in, and make up a story about it. Book 3 -Unit 8

Book 3 -Unit 8 Return to Menu