№

Topic

Aim

Hours

Expected Outcome

1

Introduction to Communication

To introduce the concept of communication

1

Students understand basic communication concepts

2

Types of Communication

To identify verbal and non-verbal communication

1

Students distinguish communication types

3

Importance of Effective Communication

To explain why communication skills matter

1

Students realize the value of communication

4

Verbal Communication Skills

To develop clear verbal expression

1

Students speak more clearly

5

Non-verbal Communication

To recognize body language and gestures

1

Students use appropriate non-verbal cues

6

Active Listening Skills

To develop listening strategies

1

Students listen attentively

7

Barriers to Communication

To identify communication problems

1

Students overcome common barriers

8

Vocabulary for Expressing Opinions

To enrich opinion-related vocabulary

1

Students express opinions confidently

9

Sentence Structures for Opinions

To practice opinion sentence patterns

1

Students form correct opinion sentences

10

Agreeing and Disagreeing Politely

To teach respectful disagreement

1

Students express disagreement politely

11

Asking and Answering Questions

To improve questioning skills

1

Students ask meaningful questions

12

Expressing Feelings and Emotions

To communicate emotions appropriately

1

Students express feelings clearly

13

Speaking with Confidence

To reduce speaking anxiety

1

Students speak confidently

14

Pronunciation and Intonation

To improve pronunciation skills

1

Students pronounce words correctly

15

Role-play Activities

To practice real-life communication

1

Students act out communication situations

16

Group Discussion Skills

To develop discussion abilities

1

Students participate actively

17

Turn-taking in Conversation

To teach conversational etiquette

1

Students respect speaking turns

18

Storytelling Skills

To develop narrative speaking

1

Students tell structured stories

19

Describing Ideas Clearly

To improve clarity of ideas

1

Students explain ideas logically

20

Giving Short Presentations

To practice public speaking

1

Students present short talks

21

Using Visual Aids in Speech

To support speech with visuals

1

Students use visuals effectively

22

Persuasive Speaking

To introduce persuasive techniques

1

Students persuade with arguments

23

Debate Basics

To introduce debating rules

1

Students follow debate structure

24

Classroom Debates

To practice debating

1

Students defend their opinions

25

Respectful Communication

To promote respectful speech

1

Students communicate respectfully

26

Communication in Daily Life

To apply skills to real life

1

Students use skills outside school

27

Communication in Digital Space

To teach online communication etiquette

1

Students communicate safely online

28

Problem-solving through Communication

To use communication to solve problems

1

Students solve problems collaboratively

29

Feedback and Reflection

To give and receive feedback

1

Students accept feedback positively

30

Cultural Aspects of Communication

To respect cultural differences

1

Students communicate cross-culturally

31

Communication Games

To reinforce skills through games

1

Students improve fluency

32

Project Preparation

To prepare communication projects

1

Students plan presentations

33

Project Presentation

To present final projects

1

Students present confidently

34

Course Review and Reflection

To summarize and reflect

1

Students evaluate their progress

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Introduction to Communication

Lesson Objective:

To introduce the concept of communication

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Lesson Beginning

"Show Your Mood"

Objective: Determine students' mood and assess their readiness for the lesson.

• The teacher displays various emoji representing different emotions.

• Students select an emoji that reflects how they feel about the lesson or place a sticky note on the board.

• Based on students' moods, the teacher adjusts lesson engagement strategies accordingly.

Follows Instructions

Verbal Praise

Lesson Middle

Task 1: “What Is Communication?” Brainstorm Game

Method: Brainstorming, collaborative learning

Instruction:
Students work in small groups. They brainstorm ideas to answer the question:
“What is communication?”
Each group prepares a short oral explanation.

Sample Answer:
“Communication is the process of sharing ideas, information, thoughts, and feelings between people using words, gestures, or symbols.”

Descriptors:

• Explains the meaning of communication clearly

• Uses simple and correct language

• Participates actively in group discussion

Task 2: Communication Chain Game

Method: Game-based learning, active listening

Instruction:
The teacher whispers a short message to the first student. Each student passes the message by whispering to the next person. The last student says the message aloud.

Sample Message:
“Good communication helps people understand each other better.”

Expected Answer:
Students compare the original and final messages and explain differences.

Descriptors:

• Listens carefully

• Repeats the message clearly

• Explains why the message changed

Task 3: Ways We Communicate

Method: Think–Pair–Share

Instruction:
Students think about different ways people communicate. They work in pairs and name at least three types of communication, then share with the class.

Sample Answer:
“People communicate by speaking, writing, body language, and using pictures.”

Descriptors:

• Identifies different types of communication

• Gives relevant examples

• Speaks clearly and confidently

Task 4: Role Play – “No Words Allowed”

Method: Role play, creative expression

Instruction:
Students act out a message without using words (for example: asking for help, showing happiness, or giving directions). Other students guess the message.

Sample Answer:
A student uses gestures and facial expressions to show “I am happy.”

Descriptors:

• Uses body language effectively

• Expresses meaning clearly without words

• Engages creatively in the activity

Task 5: My Communication Reflection

Method: Reflection, individual work

Instruction:
Students answer orally or in writing:
“Why is communication important in our daily life?”

Sample Answer:
“Communication is important because it helps us understand others, share ideas, and solve problems.”

Descriptors:

• Expresses personal opinion

• Gives a clear reason

• Uses appropriate vocabulary

Teaching Tip

Encourage positive feedback after each activity. Focus on confidence and participation, not only accuracy.

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson End

"Success Ladder"

• The teacher draws a staircase on the board or provides a ready-made template.

• Students mark the level where they feel they are:

1️⃣ I did not understand the topic.
2️⃣ I still have some questions.
3️⃣ I partially understood.
4️⃣ I fully understood and can explain it to others.

Follows Instructions

Provides Feedback

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Types of Communication

Lesson Objective:

To identify verbal and non-verbal communication

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Lesson Beginning

"Secret Gift" Method

Objective: Encourage students and increase their interest in the lesson.

• The teacher informs students that the most active participant of the lesson will receive a "secret gift."

• The gift can be a small item (badge, candy, stickers) or a card with words of praise.

• This method helps boost students' motivation and engagement.

Follows Instructions

Verbal Praise

Lesson Middle

Task 1: Communication Match Game

Method: Game-based learning, visual thinking

Instruction:
The teacher names different situations (e.g., talking to a friend, sending an email, using gestures). Students say which type of communication is used.

Sample Answer:

• Talking to a friend → Verbal communication

• Sending an email → Written communication

• Using gestures → Non-verbal communication

Descriptors:

• Correctly identifies types of communication

• Matches situations with examples

• Responds confidently

Task 2: Think and Say – “How Do We Communicate?”

Method: Think–Pair–Share

Instruction:
Students think individually, then work in pairs to name and explain at least three types of communication.

Sample Answer:
“There are verbal communication, non-verbal communication, written communication, and visual communication.”

Descriptors:

• Names different communication types

• Gives simple explanations

• Participates actively

Task 3: Mime and Guess

Method: Role play, kinaesthetic learning

Instruction:
One student shows a message using only body language. The class guesses the message and names the type of communication.

Sample Answer:

• Message: “I am tired”

• Type: Non-verbal communication

Descriptors:

• Uses gestures and facial expressions clearly

• Correctly identifies non-verbal communication

• Engages creatively

Task 4: Communication Sorting Challenge

Method: Critical thinking, collaborative learning

Instruction:
Students sort examples into types of communication:
speaking, texting, emojis, signs, drawings.

Sample Answer:

• Speaking → Verbal

• Texting → Written

• Emojis → Visual / Non-verbal

• Signs → Visual

• Drawings → Visual

Descriptors:

• Sorts examples correctly

• Explains choices

• Works well in a group

Task 5: Mini Reflection – “My Favorite Type of Communication”

Method: Reflection, speaking practice

Instruction:
Students answer:
“Which type of communication do you use most and why?”

Sample Answer:
“I use verbal communication most because I like talking to people and sharing ideas.”

Descriptors:

• Expresses personal opinion

• Gives a clear reason

• Uses correct vocabulary

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson End

"Two Stars, One Wish"

• Each student writes two positive things (stars) and one suggestion (wish):
  ⭐ Today I learned this well...
  ⭐ I completed this task successfully...
  ? I need to improve on this...

• The teacher collects and analyzes students' responses.

Follows Instructions

Provides Feedback

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Importance of Effective Communication

Lesson Objective:

To explain why communication skills matter

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Lesson Beginning

"Magic Word" Method

Objective: Spark interest in the lesson topic and encourage teamwork.

• The teacher presents a “magic word” related to the lesson topic.

• Students share their thoughts on its meaning and how it connects to the lesson.

• For example, in a lesson about fractions, the teacher says "divide" and asks students to explain its meaning.

• After students respond, the teacher reveals the lesson topic.

Follows Instructions

Verbal Praise

Lesson Middle

Task 1: Group Discussion – “Why is Communication Important?”

Method: Collaborative learning, speaking practice

Instruction:
In small groups, students discuss reasons why effective communication matters in everyday life and school. Each group shares one key reason with the class.

Sample Answer:
“Communication is important because it helps us understand each other and work together better.”

Descriptors:

• Shares ideas clearly

• Listens to others

• Participates actively in discussion

Task 2: Storytelling – “A Time When Communication Helped Me”

Method: Personal reflection, speaking skills

Instruction:
Students tell a short story about a time when effective communication solved a problem or helped them.

Sample Answer:
“Once, I explained my idea clearly in class and my teacher understood it well. It helped me get a good grade.”

Descriptors:

• Narrates experience clearly

• Links story to communication importance

• Uses appropriate vocabulary

Task 3: Role Play – “Good vs Poor Communication”

Method: Role-play, critical thinking

Instruction:
Students act out two short dialogues: one where communication is effective, and one where it is not. The class discusses the differences.

Sample Dialogue:

• Good communication: “Can you help me with this task?”

• Poor communication: “Do it yourself.”

Descriptors:

• Demonstrates clear differences

• Uses polite language in good communication

• Understands impact of communication style

Task 4: Drawing Activity – “Communication in Our Lives”

Method: Creative expression, visual learning

Instruction:
Students draw pictures showing different situations where communication is important (e.g., talking to family, asking questions in class).

Sample Answer:
A picture showing a student asking a question in class.

Descriptors:

• Illustrates communication situations clearly

• Explains drawing to the class

• Connects drawing to communication importance

Task 5: Reflection Writing – “How Communication Helps Me”

Method: Writing and critical thinking

Instruction:
Students write 3-4 sentences about how communication helps them in school or at home.

Sample Answer:
“Communication helps me make friends. It helps me ask questions when I don’t understand something. It makes learning easier.”

Descriptors:

• Writes clearly and simply

• Expresses personal connection to communication

• Uses basic vocabulary correctly

Teaching Tip

Encourage students to relate activities to their own experiences. Praise efforts and improvements.

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson End

"Traffic Light" Method

• The teacher provides students with three colored cards: green, yellow, and red.

• Green – I am ready for the lesson, everything is clear.

• Yellow – I have some questions, but I am ready to work.

• Red – I do not understand the topic, I need help.

Follows Instructions

Provides Feedback

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Verbal Communication Skills

Lesson Objective:

To develop clear verbal expression

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Lesson Beginning

"Magic Box" Method

Objective: Increase students' interest and motivation for the lesson.

• The teacher places an object (symbolic) related to the lesson inside a mystery box.

• Students guess what might be inside and share their thoughts.

• The teacher then reveals the object and explains its connection to the lesson.

• This method develops students' inquiry skills and curiosity.

Follows Instructions

Verbal Praise

Lesson Middle

Task 1: Tongue Twister Challenge

Method: Pronunciation practice, fun activity

Instruction:
Students practice saying simple tongue twisters aloud to improve clarity and fluency. For example:
“She sells seashells by the seashore.”

Sample Answer:
Student says the tongue twister clearly and confidently.

Descriptors:

• Pronounces words clearly

• Speaks with appropriate speed

• Shows improved fluency over attempts

Task 2: Express Yourself!

Method: Speaking practice, expressing ideas

Instruction:
Students choose a favorite hobby or food and explain why they like it to a partner in 1-2 minutes.

Sample Answer:
“I like playing football because it keeps me healthy and I enjoy teamwork.”

Descriptors:

• Uses complete sentences

• Expresses reasons clearly

• Maintains eye contact

Task 3: Question and Answer Relay

Method: Interactive game, quick thinking

Instruction:
In pairs, students ask and answer simple questions about daily life (e.g., “What is your favorite color?”). They take turns rapidly to keep the conversation flowing.

Sample Answer:
Q: “What do you like to eat?”
A: “I like pizza.”

Descriptors:

• Responds quickly and appropriately

• Uses correct sentence structures

• Engages actively

Task 4: Story Building

Method: Group activity, creativity

Instruction:
In a circle, one student starts a story with one sentence. Each student adds one sentence to continue the story verbally.

Sample Answer:
Student 1: “Once upon a time, there was a friendly dragon.”
Student 2: “The dragon loved to help people in the village.”

Descriptors:

• Contributes relevant sentences

• Uses clear and correct language

• Listens and builds on others’ ideas

Task 5: Role Play – Everyday Conversations

Method: Role-play, practical communication

Instruction:
Students act out everyday situations (e.g., ordering food, greeting a friend). They practice polite and clear verbal communication.

Sample Answer:
“Hello! I would like a sandwich, please.”

Descriptors:

• Uses polite expressions

• Speaks clearly and confidently

• Responds appropriately to partner

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson End

"Mood Emojis" Method

? Instructions:

• The teacher shows students different emoji images (???) or other mood-indicating symbols.

• Students select an emoji that best represents their mood and attitude towards the lesson.

• This method helps the teacher understand students' emotional state and adjust the lesson approach accordingly.

Follows Instructions

Provides Feedback

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Non-verbal Communication

Lesson Objective:

To recognize body language and gestures

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Lesson Beginning

"Circle of Kind Words" Method

Objective: Boost students' mood and foster friendly relationships.

• The teacher gathers students in a circle and asks them to say kind words to each other.

• Students take turns sharing positive wishes with a classmate or the whole class.

• Example: “You look very cheerful today!” or “We will have a fun lesson together!”

• This method creates warmth and a positive atmosphere among students.

Follows Instructions

Verbal Praise

Lesson Middle

Task 1: Emotion Charades

Method: Role play, kinesthetic learning

Instruction:
Students take turns acting out emotions (happy, sad, angry, surprised) using only facial expressions and body language. Others guess the emotion.

Sample Answer:
A student smiles broadly and raises hands to show excitement → “Happy.”

Descriptors:

• Uses clear facial expressions and gestures

• Communicates emotion without words

• Engages actively and creatively

Task 2: Gesture Matching Game

Method: Visual and kinaesthetic learning

Instruction:
Teacher shows or describes common gestures (thumbs up, waving, shaking head). Students match each gesture with its meaning.

Sample Answer:
Thumbs up → “Good job”
Waving hand → “Hello”
Shaking head → “No”

Descriptors:

• Correctly identifies gestures

• Explains meanings clearly

• Demonstrates understanding of non-verbal cues

Task 3: Silent Conversation

Method: Pair work, non-verbal interaction

Instruction:
In pairs, students “talk” to each other using only gestures, facial expressions, and body movements. They try to communicate simple messages like “I’m hungry” or “Let’s play.”

Sample Answer:
Student rubs tummy and points to food → “I’m hungry.”

Descriptors:

• Expresses ideas clearly without speaking

• Understands partner’s gestures

• Uses varied non-verbal signals

Task 4: Posture and Eye Contact Exercise

Method: Observation and practice

Instruction:
Students practice standing/sitting with confident posture and making appropriate eye contact during conversations or presentations.

Sample Answer:
Student maintains upright posture and looks at the listener while speaking.

Descriptors:

• Demonstrates confident body language

• Uses eye contact effectively

• Supports verbal communication with posture

Task 5: Non-verbal Storytelling

Method: Creative expression, group work

Instruction:
Groups create a short story or scenario and present it using only non-verbal communication (no words). Other students guess the story.

Sample Answer:
Group acts out helping a lost person find their way.

Descriptors:

• Collaborates well in group

• Uses gestures and expressions to tell a story

• Engages audience with non-verbal cues

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Completes Tasks

Descriptor

T raffic Light

Verbal Praise

Lesson End

"What Did I Like? What Was Difficult? What Did I Learn?"

? Instructions:

• Students answer three key questions:

✅ What did I like? – What was the most interesting part of the lesson?
⚠️ What was difficult? – Which task or concept was challenging?
? What did I learn? – What new thing did I learn today?

This method encourages reflection and helps students analyze their learning progress.

Follows Instructions

Provides Feedback

Name of the Educational Institution

Subject:

Unit:

Teacher's Full Name:

Date:

Grade:

Number of Participants:

Number of Absentees:

Topic:

Active Listening Skills

Lesson Objective:

To develop listening strategies

Lesson Procedure

Planned Lesson Stages

Teacher's Actions

Student's Actions

Assessment

Resources

Lesson Beginning

"Compliment Bridge" Method

Objective: Build friendly relationships and boost students' confidence.

• Students stand in a line and give a compliment to the classmate next to them.

• The process continues until everyone has received and given a kind word.

• This method enhances confidence and helps students start the lesson with a positive mindset.

Follows Instructions

Verbal Praise

Lesson Middle

Task 1: Listen and Repeat

Method: Listening practice, memory game

Instruction:
The teacher reads a short sentence or phrase aloud. Students listen carefully and repeat exactly what they heard.

Sample Answer:
Teacher: “The cat is sleeping on the sofa.”
Student repeats: “The cat is sleeping on the sofa.”

Descriptors:

• Listens attentively

• Repeats words accurately

• Shows good concentration

Task 2: Telephone Game

Method: Fun group activity, listening and memory

Instruction:
Students sit in a circle. The teacher whispers a sentence to the first student, who then whispers it to the next, and so on. The last student says the sentence aloud.

Sample Sentence:
“I enjoy reading books about animals.”

Descriptors:

• Pays close attention

• Passes message clearly

• Recognizes differences in the final message

Task 3: True or False?

Method: Comprehension check

Instruction:
Teacher reads a short story or description. Students listen and then decide if given statements are true or false.

Sample Answer:
Story: “Tom has two cats and one dog.”
Statement: “Tom has three cats.” → False

Descriptors:

• Understands main ideas

• Responds correctly

• Demonstrates comprehension

Task 4: Listening for Details

Method: Focused listening

Instruction:
Teacher reads a list of items or instructions. Students listen and write down as many details as they can remember.

Sample Answer:
Teacher reads: “Buy milk, eggs, bread, and apples.”
Student writes: “milk, eggs, bread, apples.”

Descriptors:

• Listens for specific information

• Records details accurately

• Concentrates throughout the task

Task 5: Partner Interview