Then say:

In every language - in [a country represented in your class], [another country represented in your class], etc. - we sometimes speak without words. We use "body talk" or body language.

Write body language on the board as you speak. (Another word for this is "gestures.")

With students working in small groups, say to the class: (if teaching iether novice or more advanced ESL)

In your culture, what are the important ways people talk to each other using body language? Tell (and show) your group about the body language in your culture.

(If teaching novice EFL) say:

My friend is coming from the U.S. to visit this country. Write my friend a letter telling about the do's and don'ts of body language in this culture.

!!!More Advanced!!!

You may expand this for more advanced EFL students:

While crosscultural similarity may be found in the meanings of some body language, at other times there are interesting differences in meaning. For example, the gesture that accompanies a nonverbal "Who-me???" in the U.S. is a touching of the chest with one's fingertips along with a slight raising of the eyebrows. In contrast, the Japanese point to the tip of their nose!

!!!More Advanced!!!

There is also a category of gestures whose meaning carries critical difference and is considered highly offensive in certain cultures. An example of this kind is the "A-okay!" sign-with positive connotation in the United States-that is made by forming a circle with the thumb and index finger while the other fingers of that hand are pointed upward. An example "in reverse" in the United States is avoidance of using the middle finger alone. In other cultures, this is merely a utilitarian method of pointing.

Demonstrate several instances of body language in the U.S. (e.g., toe tapping, rolling of the eyes, looking up and sighing, shrugging the shoulders) and have the class guess their meaning. Then add a more advanced real-life assignment for a small group activity in an EFL setting: You work for a travel agency and have the responsibility for writing a tourist's guide to non-verbal communication in your country-including all the do's and don'ts! After writing this guide, you will submit it for approval before publication (i.e., share your work with the rest of the class! The classmates may decide if the work is complete and suggest changes-based on the work they have done. Ultimately, this whole group effort could result in an exhaustive and useful list!).

To transition into the lesson, say:

Note: Write these words on the board as you say them.

Talking about body language is much easier if you know the names of body parts-our topic for today.

Note: If possible, copy on two sides of a single sheet of paper-to save paper, time spent stapling or paper-clipping, and shipping expenses - in case you are teaching EFL and want to make copies before going abroad.

Distribute Handouts #1A and #1B. Introduce these words systematically, beginning with the hair on top! First of all, ask if anyone knows some of these words already. Take care of these first-letting the student(s) contribute as much as possible. One good way to proceed from this point is to introduce four or five words, then review/reinforce by pointing to your own body and asking "What is this?", by asking for spelling-or by asking questions such as "How many toes? What do we have two of? only one of?" Obviously, if students get it right away, do not linger! But if you sense a need for additional confidence-building, continue providing ways for students to think about and work with these words. You will thereby help students to store this new learning in long-term memory. Finally, either in class or for home work, ask students to do the second page of the handout that serves as another check on the actual learning that is taking place.

!!!More Advanced!!!

For more advanced students, you may expand the vocabulary considerably-ear lobes, knee cap, knuckles, calves, etc. Be guided by the interest of your students.

1 Use a lively Total Physical Response (TPR). With simple commands (point to, pat, touch,) to make these vocabulary words 'come alive.' The first time through, you give the commands and simultaneously perform the action. If some students spontaneously join in-that's O.K. too!

Invite the students to join you in the actions as you repeat the commands once more. The third time through use only your words (no actions from you!). This provides instant feedback, letting you know who does and does not understand. You will notice that students may be looking around to get help by observing their classmates! In TPR, this is called "learning," not "cheating." Give the commands once more, but this time in mixed sequence, to keep students on their toes (no pun intended!). You can make this even more fun by inserting a few surprises (Hop on your left leg! Pat your head and rub your tummy!).

2 Provide a visual cue for the language you have been using:

		simple present verb + your + body part

Hand out the Student Study Guide. Divide the class into groups of three to practice being both "teacher" and students in #A on the Student Study Guide. Demonstrate what you want the students to do: The verb #1 is for the #1 list of body part; the verb #2 for the #2 body parts, etc. After you demonstrate with a teaching partner or student helper, ask two students to show the class how they will do this activity. Then circulate among the students to make sure they stay "on task" and enjoy success!

(1) Point to your eye (ear, nose, mouth, neck).
(2) Pat your shoulder (chest, back, arm, hand, finger, thumb).
(3) Touch your hips (stomach, knee, foot, ankle, toes).

!!!More Advanced!!!

For more advanced learners or for a multi-level class, plan to use Handout #2 (TPR with more challenging vocabulary). For your convenience this list of the words is also printed below:

Stretch your left arm high.
Stretch your right arm low.
Stretch your arms up to the sky.
Stand on tip-toe.
Swing your arms by your sides.
Roll your shoulders.
Roll your eyes!
Bend from your waist-to the front, left, back, and right.
Touch your toes.
Pull your ear.
Blink your eyes.
Wink one eye.
Open your mouth wide.
Scratch your neck.
Pull your hair.
Shake your leg.
Kick your foot.
Lift your legs and run in place.

Teach the musical game "Hokey Pokey" to the entire class. Then divide into small groups, giving each student opportunity to lead