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Communication and Listening Skills Lesson Plans PDF

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Communication and Listening Skills Lesson Plans PDF
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A2 Communication and Listening Skills 17/10/06 5:37 pm Page 1LessonCommunication &Curriculum areaAge groupA2Listening SkillsPSHE/SPE/Health Education14-16Learning ObjectivesTotal Time45 mins q To understand that understand good listening requires two way communication – sending and+15minsreceiving a message (knowledge)extensionq To have practiced using open questions and listening for feelings as well as facts (skills)activitiesq To discuss and review what good listening skills are, and how it feels when someone doesn’tdemonstrate that they are listening to what you are saying (attitudes/values).Teacher’s NotesPreparation: q Photocopy all relevant worksheets.q Think about what makes good communication, in particular being able to clarify or check information given, usingbody language such as eye contact and leaning forward / away, and the use of open and closed questions. Ground rules: Please read this statement out at the beginning of the lesson: “In this lesson we will be covering some sensitiveissues. You may be affected personally by the topic that we are discussing today, or you may know someone else who is.Please be respectful and thoughtful of others, and treat the subject responsibly. If you would like to talk to someone after thelesson, you can go to … (please either give the contact person in the school, for example a school counsellor, or an outsidenumber, for example Samaritans).Resourcesq Photocopy and cut out prompt cards for classroom exercise 1 and 2q [optional] Samaritans Emotional Health in Schools DVDq [optional] Photocopies of Worksheet 1: Kate and Sarahq [optional] Photocopies of ‘Tips’ for good communication and listening skillsq [optional] DVD Player.IntroductionTime5 minsBriefly introduce the topic of communication by explaining that it involves two parts, speaking andlistening. Or in other words, sending and receiving a message. Sometimes we can ‘send’ a message, butthe other person does not ‘receive’ it in the same way that it was sent. Why might that be? The otherelement in communication is the context that the message is given. Context can mean the place or theperson. Explain that today’s lesson will use a few exercises to demonstrate how this works.An example of how context affects how a message is received is when someone has told us somethingabout someone that affects our view of them (eg something mean or illegal that they have done). Whenthat person speaks to us we ‘filter’ what they say through the impression that we already have of them. SENDERRECEIVERDEAL 14-16Lesson A2 - Communication & Listening Skills – Page 1 of 6 Tel: 08457 90 90 90 (UK) 1850 60 90 90 (ROI)Email: jo@samaritans.orgWeb: www.samaritans.orgA2 Communication and Listening Skills 17/10/06 5:37 pm Page 2LessonCommunication &Curriculum areaAge groupA2Listening SkillsPSHE/SPE/Health Education14-16Starter Exercise10 minsThe purpose of this exercise is to demonstrate that communication is a two way process. Explain: Youare going to draw a picture. You want to know what it is but need to listen to my instructions. You maynot ask me any questions during the exercise.Read out the instructions to describe the picture of the chicken. Students should work on their own todraw what they hear, but may not ask questions. Use the big picture of the chicken to show studentswhat they should have drawn.q Ask students what made the task difficult. q Reflect that it is because you can't check the information you are hearing. Good listening needs twoway communication.Core Activities20 mins1. Listening exerciseIn pairs students should practice their listening skills. Hand out the photocopies of the cards ‘A’ and ‘B’and tell the students to follow the instructions. Allow 5 minutes for them to do the exercise, and thendraw the class back together to discuss.q How did it feel doing the exercise?q How did you know they weren't listening?q Reflect that body language (the way you sit, eye contact), asking questions, checking you haveunderstood is all part of good communication.2. Workplace listeningAsk what the difference is between an open and closed question. Explain: An open question starts with,for example, what, why, how. Closed questions are a question that only need a one word answer, like yesor no. In this exercise you will practice a conversation and you are not allowed to use a closed question.15 minsIn the same pairs, follow the instructions for ‘A’s and ‘B’s.eachq Ask ‘A’s to give examples of open questions that they used.activityq What is the difference between ‘open’ and ‘closed’ questions?q How did ‘B’s feel when ‘A’s used open questions?Optional Extension Activities1. DVDExplain: You will listen to a recording of 2 guys talking. One guy is going through a hard time, you will ratehow good his friend is at listening and why. There are 3 versions of the same conversation, we will pause inbetween each to discuss them. Use the worksheet to help identify what the character is doing right or wrong.ÊPlay part 5 of Samaritans DVD – Good and Bad Listening: q Discuss with the class how they thought that each of the characters feltq Discuss what was good and bad about how they listened to each otherLesson A2 - Communication & Listening Skills – Page 2 of 6 DEAL 14-16Tel: 08457 90 90 90 (UK) 1850 60 90 90 (ROI)Email: jo@samaritans.orgWeb: www.samaritans.orgA2 Communication and Listening Skills 17/10/06 5:37 pm Page 3LessonCommunication &Curriculum areaAge groupA2Listening SkillsPSHE/SPE/Health Education14-16OR10 mins2. Listening in Context ExerciseRead the Kate and Sarah story. Read just Part 1 first then stop and ask the class what they think thatSarah should do. Then read Part 2. Does the new information change what they think about John andSarah? Finally, read Part 3. Do the class think any differently now?ÊExplain that communication is a lot more complicated than just talking to someone. It involves 3 parts,speaking (or sending a message), hearing (or receiving the message), and the context. The context canreally change how we receive what someone is saying. Think about what other different contexts thereare that might affect communication.Reflect and Discuss5 minsAs a group, ask students what they feel they have learned about communication and listening today.q Do students feel they have a better understanding of listening?q In particular, which exercises helped them to gain insight about listening skills?q How do they think they could apply what they have learned in their conversation this week?Summary5 minsClosing discussion and feedback. Check students understand what emotional health is.q Recap on the lessons learned during the lesson q Ask if they have any questions about the lessonq Ensure that they know where to go for help either in school or out of school if they want to talk furtherabout any issues raisedq [optional] Handout ‘Tips’ for Good Listening and Communication Skills sheets to take home.Starter ExerciseListening and Drawing q Draw an egg shapeq Draw a circle touching the egg shapeq Draw a small circle inside the circle you have just drawnq Draw three straight lines inside the egg shapeq Draw two small lines coming out of the circle that touch at one end q Repeat just below q Draw two longer lines coming out of the egg shapeq Draw a line to join up these two linesq Draw three straight lines inside the shape you have just createdq Draw two lines coming out of the bottom of the egg shape q Draw two short lines coming out of the lines you have just drawn.DEAL 14-16Lesson A2 - Communication & Listening Skills – Page 3 of 6 Tel: 08457 90 90 90 (UK) 1850 60 90 90 (ROI)Email: jo@samaritans.orgWeb: www.samaritans.orgA2 Communication and Listening Skills 17/10/06 5:37 pm Page 4LessonCommunication &Curriculum areaAge groupA2Listening SkillsPSHE/SPE/Health Education14-16Core Activity Classroom ExercisePart 1 - Listening practicePhotocopy this sheet, and cut out the following prompt cards. The class will work in pairs. Half of the class will be ‘A’sand half will be ‘B’s.Listening practice: Instructions for A'sDescribe your last holiday to person B, or an event that you have been to recently. They will have to listen forÊthe next five minutes.Listening practice: Instructions for B’sYour partner (person A), will tell you about a holiday or event they went to recently. Listen for a minute or soÊthen stop listening. Look around the room, rummage in your bag; interrupt them with comments that are totallyirrelevant, anything to show you're just not interested.Part 2 - Workplace listeningWorkplace Listening: Instructions for A'sYou are the boss at a local newsagent and you are interviewing person B for a cashiers job. Try to bring out theÊbest in the candidate by really asking them about themselves. You may only ask open questions. For example;q Why did you apply for this job?q Can you say a bit more about...q Tell me about...q How do you feel about...Workplace Listening: Instructions for B'sÊYou are applying for a cashier's job at your local newsagent. You want to work Saturdays and one night duringthe week to make some extra money. You are at the interview with the boss. You must tell them about yourselfand they can ask you questions. Talk about ….q Why you want the jobq Any experience of working you have q An example of what you have done beforeq Our hobbiesLesson A2 - Communication & Listening Skills – Page 4 of 6 DEAL 14-16Tel: 08457 90 90 90 (UK) 1850 60 90 90 (ROI)Email: jo@samaritans.orgWeb: www.samaritans.orgA2 Communication and Listening Skills 17/10/06 5:37 pm Page 5WORKSHEETWorksheet 1 - Listening in context: Kate and SarahRead out the following story, and ask the group what they think that Sarah should do. Then read part 2 of the story andask again what they think Sarah should do. Does the fact that the context has changed affect their answers? Now readout part 3 of the story. What do they think now?Part 1“There’s gorgeous John” Sarah secretly thought to herself, watching the most popular guy in school playing football.“I’m sure he just smiled at me. Maybe I have got a chance with him after all”. Sarah wriggled in her seat, and tookanother swig of Coke, trying to catch his eye and smile back. The game finished, and the guys were all heading back tothe locker room. John stopped, and turned around. “Hi Sarah. What d’you think of the game?” “Great” she replied,hiding a blush, and feeling her heart beating a little faster. “You going to Frankie and Benny’s tonight with the rest of thegang?” he continued. “erm … not sure”. Sarah managed to look him in the eye briefly. “Well, I was really hoping youwere” He continued smoothly, “in fact, I was hoping we could go together. What d’you think?”Ask the group what they think Sarah should do. Part 2Before Sarah could answer, her friend Kate ran over and landed in a heap of giggles on the seat next to her. “Ah! foundyou at last! Thought you’d gone home.” John turned to Sarah with a wink and said “let me know” and walked away.“What was all that about” Kate enquired eagerly, straightening herself in her seat and leaning eagerly towards her. “Oh”replied Sarah, blushing again, and looking away to avoid Kate’s eager eyes. “He was just asking me to go out with himthis evening”. “Don’t do it!” Kate exclaimed, almost interrupting her before she finished what she was saying. “Whynot?” Sarah continued quizzically. “He’s such a player!” Kate went on. He’s already been out with Kim, Laura and Stacythis year. He just goes out with someone for a couple of weeks and then drops them. I just don’t want to see you gethurt that’s all.”Now that Sarah has heard Kate’s side, have you changed your opinion of John. Now what do you think sheshould do? Part 3At lunch Sarah decided to hang out with Jess and Tom for a change. “I’ve got to let him know today in maths” shemused, watching a couple of sparrows fighting over a half empty packet of crisps on the floor nearby. “earth callingSarah”, it was Jess. “You seem a bit pre-occupied. Anything bothering you?” “Oh it’s John. He asked me out tonight,and I was all excited at first, until Kate warned me off him. She said he’s a player”. Tom and Jess laughed in unison.“What!” Sarah demanded, looking at them both irritably, “What’s so funny?” “Everyone knows Kate’s bin after John formonths” Tom chuckled, “she’s just jealous that he’s taken an interest in you and not her, that’s all!”Ask what the group think about Sarah’s situation now?DEAL 14-16Lesson A2 - Communication & Listening Skills – Page 5 of 6 Tel: 08457 90 90 90 (UK) 1850 60 90 90 (ROI)Email: jo@samaritans.orgWeb: www.samaritans.orgA2 Communication and Listening Skills 17/10/06 5:37 pm Page 6WORKSHEETTips for good communication & listening skillReact and short words ofShow positive body language:encouragement:The way you sit or stand can encourageShow you are listening by nodding, andsomeone to feel relaxed around you, andusing short words - "mmm" "yes" "I see"that you want to hear what they have to say."Go on".q Be relaxed but show you areconcentrating on what is being said. Forexample, relax your arms don't crossBe sympathetic:them. Sitting slightly forward, and tilting"That must have been difficult", "Soundsyour head means you are listening. like you've had a bad time" can help.q Lots of eye contact but don't stare.q Smiles and nods where appropriateChoose an open question: Listen and look for clues:Use questions starting with how, what,What are the facts? What else might theywhere, why and who to encourage yourmean? What have they been feeling? Didfriend to talk. they mention something in passing whichq What that was like?they are hoping you'll ask more about?q How do you feel about …?q What's happening now?Do you know what I mean? Don't someone that you understand, showAvoid closed questions:them! Do this by summarising what they'veThese are questions that only need onesaid. If you don’t understand, ask them toword answers. They can stop aclarify.conversation flowing. Examples:q So do you mean ….?q Are you upset? - Yes.q If I'm hearing you right what you'req Do you think you'll tell her or not? - Not.saying is…Don't be afraid to ask:What to say when someonegets upset...If they don't want to talk about it they willsay so.Don't try to say too much or solve theirproblems, sometimes just listening or evenjust being there with them is enough.Lesson A2 - Communication & Listening Skills – Page 6 of 6 DEAL 14-16Tel: 08457 90 90 90 (UK) 1850 60 90 90 (ROI)Email: jo@samaritans.orgWeb: www.samaritans.org

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