Objectives (5-7 minutes)

1. Understanding Verbal, Non-Verbal, and Mixed Languages: Students are to comprehend the concepts and characteristics of each of these languages, and to be able to identify them in various contexts and situations.

2. Differentiating among Languages: Students should be able to distinguish between verbal, non-verbal, and mixed languages, recognizing how they are communicated and interact in different forms of expression, such as written texts, images, gestures, and others.

3. Practical Application: Students must be capable of applying acquired knowledge while analyzing and interpreting diverse types of communication, whether they are texts, images, videos, or social interactions.

Secondary Objectives

• Critical Thinking Development: Promote questioning and reflection about languages used daily, broadening students’ perceptions about the importance of effective communication.

• Stimulating Creativity: Encourage creating new communication forms by exploring verbal, non-verbal, and mixed language possibilities through practical activities.

Introduction (10-15 minutes)

1. Review of Previous Content: The teacher should begin by reviewing the concepts of language and communication, emphasizing the importance of both in daily life. It is crucial to highlight the difference between speech and language, explaining that speech is a communication system that can be verbal, non-verbal, or mixed while language is a group of rules that enable communication within a specific linguistic community.

2. Problem Situations: To spark students’ interests and contextualize the importance of the topic, the teacher may present two problem situations:

   • The first situation could involve interpreting an email or text message, where the utilized language may be ambiguous or non-verbal, leading to varying interpretations. The teacher may ask students to analyze the message and discuss the author’s possible intentions in groups.

   • The second situation may be viewing a silent video, where students are to try and interpret the message through the characters’ facial expressions and gestures. This illustrates the significance of non-verbal language in communication.

3. Contextualization: The teacher should then explain that understanding diverse languages is crucial in various daily situations, such as interpreting literary texts, analyzing advertisements, and interpersonal communication, among others.

4. Capturing Students’ Attention: To introduce the topic in an engaging and playful manner, the teacher may:

   • Share interesting facts, such as that studies show most human communication is non-verbal, through gestures, posture, facial expressions, etc.

   • Present a video or image that illustrates the significance of non-verbal language, like the renowned experiment by psychologist Albert Mehrabian, who concluded that a mere 7% of communication is conveyed through words, 38% through tone of voice, and 55% through body language.

   • Propose a challenge, like deciphering a coded message using different language types (verbal, non-verbal, and mixed), encouraging students to think critically and creatively.

Development (20-25 minutes)

1. Classification Activity (10-12 minutes): The teacher is to divide the class into groups of up to five students. Each group shall receive a set of cards displaying different communication situations (for example, a card with an excerpt from a book, another with a photo of a smiling person, a third with a heart emoji, etc). The group’s task is to classify each card according to its predominant language (verbal, non-verbal, or mixed). During this activity, the teacher should circulate throughout the room, assisting groups and clarifying doubts. Finally, each group is to present its classifications and justify its choices.

   • Step-by-step:
     1. Divide students into groups.
     2. Distribute cards displaying communication situations.
     3. Explain the activity’s task and rules.
     4. Groups are to classify each card by its predominant language.
     5. Groups are to present their classifications and justify their choices.

2. Story Creation Activity (10-12 minutes): Still in groups, students shall be given the task of creating a short story that explores the three languages (verbal, non-verbal, and mixed). Each group is to select an initial situation and develop a story including dialogues (verbal language), action and emotion descriptions (non-verbal language), and images (mixed language). The students may draw the images or utilize clippings from magazines, for example. The teacher should circulate throughout the room, assisting groups and guiding the activity. Finally, each group is to present its story to the class.

   • Step-by-step:
     1. Explain the story creation task and the activity’s rules.
     2. Groups are to select an initial situation and develop the story.
     3. Students are to include dialogues, descriptions of actions, emotions, and images.
     4. At the end of the allotted time, each group is to present its story to the class.

3. Discussion Activity (5-7 minutes): Following the presentations, the teacher should promote a classroom discussion. They may initiate the discussion by asking questions such as: "What was the most challenging part of creating the story?", "How did the different languages complement each other in the story?", "Can you identify real situations where the three languages are utilized together?". The goal of this discussion is to solidify learning by allowing students to reflect on their experiences during the activities and relate them to everyday situations.

   • Step-by-step:
     1. Foster a classroom discussion, asking questions that stimulate students’ reflections.
     2. Allow students to share their experiences and opinions.
     3. The teacher should draw connections between students’ answers and the theory presented.

Feedback (8-10 minutes)

1. Group Discussion (3-4 minutes): After concluding the activities in groups, the teacher should facilitate a group discussion with all students. The goal is for each group to share the solutions or conclusions found during the activities. The teacher should encourage all group members to participate, ensuring that all voices are heard. They may ask questions to stimulate the discussion, such as: "What was the most challenging situation when classifying communication situations?", "How did you manage to include the three languages in the story you created?".

   • Step-by-step:
     1. Gather all students into a discussion circle.
     2. Ask each group to briefly share its solutions or conclusions.
     3. Ask questions to stimulate discussion and ensure the participation of all students.
     4. Listen to students’ answers and draw connections with the theory presented.

2. Theory Connection (2-3 minutes): Following the discussion, the teacher should establish a connection between the conducted activities and the theory presented at the lesson’s beginning. They may highlight how the activities allowed students to apply and practically understand the concepts of verbal, non-verbal, and mixed languages. The teacher should reinforce the significance of understanding and recognizing different languages in daily communication.

   • Step-by-step:
     1. Briefly review the concepts of verbal, non-verbal, and mixed languages.
     2. Emphasize how the activities allowed students to apply these concepts practically.
     3. Reinforce the importance of recognizing and effectively using different languages in communication.

3. Final Reflection (2-3 minutes): To conclude the lesson, the teacher should ask students to reflect individually on what they have learned. They may ask questions like: "What was the most important concept you learned today?", "What questions were not yet answered?" Students are to have one minute to think about these questions, then will have the opportunity to share their answers with the class, should they wish to.

   • Step-by-step:
     1. Briefly introduce the final reflection, explaining its purpose and how it will be conducted.
     2. Ask the proposed questions and allow one minute for students to think about them.
     3. Allow students to share their answers if they wish to.
     4. Conclude the lesson by reinforcing the main concepts and the topic’s importance in everyday life.

Conclusion (6-8 minutes)

1. Lesson Summary (2-3 minutes): The teacher should begin the lesson conclusion by summarizing the main concepts addressed. The definition and characteristics of verbal, non-verbal, and mixed languages should be emphasized, as well as the importance of recognizing and using them effectively in communication. The teacher may recall the main conclusions from group activities and the discussion.

   • Step-by-step:
     1. Summarize the main concepts addressed in the lesson.
     2. Recall the main conclusions from group activities and the discussion.

2. Theory, Practice, and Application Connection (1-2 minutes): The teacher should explain how the lesson connected theory, practice, and applications. It is important to emphasize how practical activities enabled students to apply and concretely understand theoretical concepts. Furthermore, the teacher should reinforce the relevance of these concepts and skills for students’ daily lives, in situations such as interpreting texts, interpersonal communication, analyzing advertisements, and understanding different forms of expression.

   • Step-by-step:
     1. Explain how the lesson connected theory, practice, and applications.
     2. Emphasize the relevance of the worked concepts and skills for students’ daily lives.

3. Supplementary Materials (1-2 minutes): The teacher should suggest additional material for students who wish to deepen their knowledge of the topic. Said materials may include videos, articles, websites, books, and online activities. The teacher should briefly explain each material’s content and how it may supplement students’ learning.

   • Step-by-step:
     1. Suggest additional materials for students who wish to deepen their knowledge.
     2. Briefly explain each material’s content and how it can supplement students’ learning.

4. Importance of the Topic in Daily Life (1 minute): Finally, the teacher should reinforce the topic’s importance in students’ daily lives. They can emphasize how effectively understanding and using different languages may improve communication, text interpretation, and social interactions. Furthermore, the teacher may underscore how such skills are valued in the job market.

   • Step-by-step:
     1. Reinforce the topic’s importance in students’ daily lives.
     2. Emphasize how the developed skills can be useful in communication, text interpretation, and social interaction.
     3. Underscore the value of said skills in the job market.