Topic: Lesson 8: Same Gestures, Different Meanings Read 5120 times

sheila · « **on:** March 07, 2013, 09:22:25 am »

This is a thread for any lesson material for YBM (2009) Middle School English 1 Lesson 8: Same Gestures, Different Meanings. Please share your contributions here. Be sure to explain exactly what you are posting and please do not post multi-level materials in this thread. Also, any review lessons or materials should be posted in the review section for this grade. If you can't find what you're looking for here, check out the older edition of the book for similar materials. Best of luck in your lesson planning!

LockStock · « **Reply #1 on:** September 30, 2013, 11:11:44 am »

Here's my lesson for part 1.

Starts off with p161 'get ready'

Then looks at some hand gestures with various meanings.

I've not mentioned that the 'V' sign is an insult in the UK or included the middle finger, as I don't want my students flipping each other off all lesson haha

I will then get the students to show me some hand gestures that they know including body language etc and write them all out on the BB.

There is a little game at the end where the students look at a word and gesture for a split second and have to decide whether the word and gesture match or not.

For this I found a cartoon thumbs up off google and copied coloured, printed and laminated them for the students to hold up. Green for thumbs up or Red for thumbs down. I printed enough for one set per group. (Takes some prep work but once it's done you have it for as long as you need)

If there is time I will get the students to create their own gestures by either choosing a word from the BB or creating their own.

Loudine · « **Reply #2 on:** September 30, 2013, 03:16:42 pm »

I put together this PPT. I do a lot of talking, and with every slide I tell the kids what that gesture means in a different culture. Obviously I did some research on that, and I didn't note it anywhere on the slides. But, if you look through them you'll see what I did - "What does this mean?" and then I allow the kids to answer before going, "BUT, if you travel to ...., be careful, because it means ...".

They had fun with it, and the great big middle finger slide at the end was deliberate because the week before three students in three separate classes flipped each other off in front of me, seemingly having no idea what it really meant. I teach my grade 1 advanced kids alone, so the glee with which they shouted '****!' when I asked them what the last slide means, was reserved for my ears only. You are welcome to remove it. :) My reasoning is that most of my students may use these words or gestures, but they don't know the true meaning, so I tell them what it means and why they shouldn't use it in my class or at school. It's ridiculous to get mad at them for saying something they don't understand. It's like punishing a 2 year old for saying what it hears without any comprehension.

I did a few of the book exercises to practice the language and then ended with a clapping game, where they clap in rhythm and then have to gesture to each other - we play a similar drinking game, sometimes called 'Bunny Bunny". If you mess up, you're out and the last one standing gets candy.

Loudine · « **Reply #3 on:** October 01, 2013, 01:09:00 pm »

Thanks Lockstock - I realised an hour ago that I have to stretch this lesson over two classes as I am a little ahead of myself with starting lesson 9 this week. So I am using yours with a few small changes.

salambander · « **Reply #4 on:** October 07, 2013, 08:53:14 am »

A filler/stretching out lesson to practice gestures and review dialogue from previous chapters (with some tweaking).

Enjoy!

LockStock · « **Reply #5 on:** October 08, 2013, 12:16:43 pm »

Hey guys,

Here's what i'm going to do for part 2 of lesson 8.

Starts with a quick review of the hand gestures.
Then introductions to idioms.
I've used some of the ones from the book with the key expressions so it will be familiar.
There are two videos with literal meanings where they need to figure out what the idiom means.
Then a little bit of book work.
There are then a few Idiom Rebus Puzzles that I made for them to have a go at.
It then moves on to weather idioms, using the same key phrase as before.
Finally, if there is time, the Think Activity. Students will choose an idiom from the list. draw a picture to describe its literal meaning. Then write what they think it means. Then find out the real meaning. Should be interesting to see what they come up with.

Haven't tried the lesson yet, but I've put a lot of work into it so fingers crossed it works out. :D

jlehmke · « **Reply #6 on:** November 15, 2013, 08:26:08 am »

I do the Think & Write section of each chapter.

sonya · « **Reply #7 on:** October 19, 2015, 10:25:31 am »

Textbook and various activities for lesson 8

Topic: Lesson 8: Same Gestures, Different Meanings Read 5120 times

Lesson 8: Same Gestures, Different Meanings

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Re: Lesson 8: Same Gestures, Different Meanings

Re: Lesson 8: Same Gestures, Different Meanings

Re: Lesson 8: Same Gestures, Different Meanings

Re: Lesson 8: Same Gestures, Different Meanings

Re: Lesson 8: Same Gestures, Different Meanings

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